Understanding Assessment in All SoulsPRIMARY SCHOOL 1

Reason: The introduction of the new assessment framework in line with the new curriculum Purpose: Help parents understand how their children are assessed in school and why. 2. Help EYFS, Y2 and Y6 parents understand what the results mean. Share the key curriculum changes in Literacy and Numeracy

Why Assess? Knowing how each pupil is performing allows teachers to help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level.

TYPES OF ASSESSMENT used in school Observational Formative Summative

OBSERVATIONAL

Learning objectives and success criteria FORMATIVE Day to day assessment Learning objectives and success criteria

SUMMATIVE Pupil Progress Meetings (PPM) 3 times per year. EYFS - Baselines Levels of Development – Early Learning Goals in Foundation Stage KS1 SATs / KS2 SATs (2016)

EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT’ At the end of Foundation Stage Emerging Expected Exceeding

PREVIOUS EXPECTATIONS: AVERAGE POINT SCORES (APS) & LEVELS 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 NC level Level 1 2 3 4 5 6 Academic Expectations For All Key Stage 1 (Years 1 and 2): Expectation between 5 and 6 APS each year Key Stage 2 (Years 3,4,5,6) : Expectation 4 APS each year 14 APS – Expected 16 APS – Good

Assessment without levels From September this year, children will no longer be assessed against the national curriculum levels that parents and carers will have been familiar with. In line with the New National Curriculum and raised expectations, children will be assessed in a number of ways against ‘Year End Expectations’ for each Year group  Learners are assessed against the each area in terms of whether, at each stage, they are Entering, Developing, Securing or Mastering. New Curriculum focuses very much on ensuring children have a breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is key. Rather than moving ‘up’ the stages, the focus is on moving ‘outwards’ developing a deeper understanding – mastery. Staff continue to differentiate all activities to ensure that all learners needs are met. Gathering evidence of learners progress and development will continue with a wide range of Formative Assessment; (day to day assessment through learning completed, observations, conversations and guided sessions) which will inform staff’s planning and also Summative Assessment (more formal assessment/tests) which will play a part in the overall assessment and progress checks for learners at set times in the year

Formal Assessment in Year 2 Teacher assessment Tests support teacher assessment Children will complete a maths, reading and SPAG (Spelling and Grammar) paper Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported Flexibility – during May and June

Formal Assessment in Year 6 ASSESSED BY TESTS (May 9th – 12th 2016) Arithme MATHS READING SPaG Arithmetic Test PAPER A PAPER B SPELLING GRAMMAR & PUNCTUATION ONE PAPER * No Calculator Paper WRITING CONTINUOUS ASSESSMENT

Our Challenge…

Much of what is learnt is never fully assessed but used every bit as much. Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge, their understanding and their skills.