Welcome.

“Caring Christian Learning Community.” Excellent teaching and learning for all pupils. Strong, deeply embedded values.

New assessments at the end of Year 2. Replaces the old system of levels – i.e. level 1, levels 2a, 2b, 2c and level 3 in Maths, Reading, Writing and Science. New sets of tests in Maths, Reading and Spelling, Punctuation and Grammar.

New interim assessments. The fourth year of a new interim assessment system for Year 2 (end of Key Stage 1) and Year 6 (end of Key Stage 2). The new interim assessment is a bit of a ‘hot potato’ within educational circles, especially as it was implemented within such a short period of time.

Expected Standards. There are ‘expected standards’ for Reading, Writing, Maths and Science. Teachers will make judgements as to whether pupils are:- ‘Working Towards’ the expected standard. ‘Working At’ the expected standard. ‘Working at ‘Greater Depth’ (not Science). These judgements will be reported to you with your child’s end of year report. Mention handout that incorporates end of year expectations for Reading, Writing, Maths and Science

Working Towards. Don’t panic! Working towards does not mean that your child has failed. ‘Working towards’ means that your child has met some, but not all, of the standard. Teachers will let you know the areas that your child is secure in and those that need consolidating.

Working ‘at the expected standard’. No longer a ‘best fit’ as pupils have to have achieved and understood every statement within the ‘expected standard’ (100%) and the previous ‘working towards’ statements. This may not, therefore, give a true reflection of your child’s ability. We will make sure that your child’s end of year report gives an accurate written account of your child’s ability with any areas for further consolidation or development.

For example………….. Maths. The pupil can partition two-digit numbers into different combinations of tens and ones. The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations. The pupil can read the time on the clock to the nearest 15 minutes.

Working at ‘greater depth’. Pupils have to have achieved and understood every statement within the ‘greater depth’ statements, the ‘expected standards and the ‘working towards’ statements. Again, this may not give a true reflection of your child’s ability as they may understand some of the areas within the ‘greater depth’ standards.

Tests. Tests work to inform an overall judgement. They are not the ‘be all and end all’. The tests are as child-friendly as they can be. The tests do not have strict time-limits and can be carried out over a period of time. The tests do not have to be carried out on set days. Teachers have been, and will be, working with the children to familiarise them with the format of the tests.

Tests. Two reading comprehension tests. Two maths tests – arithmetic and reasoning. Two SPAG (spelling, punctuation and grammar) tests. These are now optional.

Writing. Punctuation – capital letters, full stops, question marks and exclamation marks. Spelling – rules and patterns – e.g. careful. Grammar – Past and present tense, co-ordination (or/and/but) and some subordination (when/if/that/because).

Reading. Using age appropriate books, read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute. Sound out most unfamiliar words accurately, without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: check it makes sense to them answer questions and make some inferences on the basis of what is being said and done.

Maths Place Value – partitioning 2 digit numbers, e.g. 43 = 40 + 3 or 4 tens and 3 units. Adding and subtracting 2 two-digit numbers. Understanding multiplication and division facts for the 2X, 5X and 10 X tables. Fractions. Money. Shapes and measures, including time.

Science Animals and humans. Plants. Seasonal changes. Materials. Scientific enquiry.