Nikki Tilson – Assessment and Achievement Adviser (Nursery and Primary) Assessment Update March 2015

Published reception baselines Choice of attainment measure / progress measure VA from Rec or KS1 in 2022 for progress floor standard In Sept 2016, only a reception baseline will be used for VA progress floor standard in 2023 Last year of EYFS Profile in June 2016, but EYFS and ELGs remain statutory. Deadline 30 th April 2015 if you opt for a b/line this year – suppliers need commitment from 10% of schools DfE will notify you in June if your one is not viable DfE will reimburse cost of the baseline assessment itself not additional reports, training etc

The reception baseline options HT group looked at 6 options – stand alone or within EYFS? CEM/BASE – quick, on screen, basic skills Early Excellence – observation based + within EYFS GL – on screen, assesses very particular skills Hodder – paper based work books, basic skills NFER – task based, linked to EYFS Speech Link – on screen, emphasis on speech and basic skills

Key questions? Do you want a baseline, and if so, do you want one this year? Do you want a stand alone model or a model that links to EYFS? Which model will best demonstrate progress for children in your school? Which model provides other functions that suit your schools needs i.e. formative use in EYFS, identification of SEN, tracking progress in EYFS and beyond?

From DfE/STA Pupil registration L3-5 + L6 from 23 rd Feb – 20 th March Deadline for downloading/looking at 2014 key stage 2 test scripts online is Friday 27 March Deadline for moderation letters from LA – 27 th March Additional time deadline – 27 th April Feedback from performance descriptors consultation Teacher-led commission will be set up to support primary schools in assessment - collate, quality assure and share best practise models

Year 3 EmergingDevelopingSecure Number – Counting and Place Value  Read and write numbers to 200 in numerals and words  Count from 0 in multiples of 4  Say/identify the number that is ten more or less within 200  Order and compare numbers up to 200  Recognise the place value of each digit in a three-digit number to 200 including the use of practical resources  Read and write numbers to 500 in numerals and words  Count from 0 in multiples of 4, 8 and 100  Say/identify the number that is ten or one hundred more or less than a given number within 500  Order and compare numbers up to 500  Recognise the place value of each digit in a three-digit number to 500 including the use of practical resources  Read and write numbers to 1,000 in numerals and words  Count from 0 in multiples of 4, 8, 50 and 100  Say/identify the number that is ten or one hundred more or less than a given number to 1,000  Order and compare numbers up to 1,000  Recognise the place value of each digit in a three-digit number to 1,000  Solve number, practical and word problems that involve all of the above Number – Addition and Subtraction  Mentally add a three-digit number and ones and a three- digit number and tens within 200, including the use of jottings such as a number line  Mentally subtract ones/tens from a three-digit number within 200, including the use of jottings such as a number line  Use a range of mental strategies to add and subtract (for example, add 19 to a two-digit number by adding 20 and adjusting)  Add two two-digit numbers, bridging 100, using informal written methods  Subtract two two-digit numbers, and a two-digit number from a three-digit number, within 200 using informal written methods  Mentally add a three-digit number and ones; tens; hundreds within 500, including the use of jottings such as a number line  Mentally subtract from a three-digit number ones; tens; hundreds within 500, including the use of jottings such as a number line  Use a range of mental strategies to add and subtract (for example, add 19 to a two-digit or three-digit number by adding 20 and adjusting)  Begin to use the formal written method to add two two-digit numbers  Begin to use the formal written method to subtract two two-digit numbers  Mentally add a three-digit number and ones; tens; hundreds, including the use of jottings such as a number line  Mentally subtract from a three- digit number ones; tens; hundreds within 1000, including the use of jottings such as a number line  Use a range of mental strategies to add and subtract (for example, add 19, to a two- digit or three-digit number by adding 20 and adjusting)  Add numbers with up to three- digits using the formal written method  Subtract numbers with up to three-digits using the formal written method  Solve word problems involving addition / subtraction using the methods outlined above  Solve number problems, including missing number problems, and puzzles that involve all of the above  Solve word problems involving addition / subtraction using the methods outlined above  Solve number problems, including missing number problems, and puzzles that involve all of the above  Solve word problems involving addition / subtraction using the methods outlined above  Solve number problems, including missing number problems, and puzzles that involve all of the above

Year 1 Year 1 E Year 1 D Year 1 S Attainment - % at each step that are on track to be secure at end of each year *Denotes mastery at each step 3 steps a year is typical progress 4+ steps a year is rapid progress Below – emerging in age related year group or below age related year group Working towards – 1 step below secure in age related year group At – secure at in age related year group Beyond/above – at any point beyond age related Mastery/depth- acknowledge in conjunction with previous terminolgy Below Exceeding PSC Year 2 Year 2 E Year 2 D Year 2 S Towards Tests + TA performance descriptors At + mastery Year 3 Year 3 E Year 3 D Year 3 S Year 4 Year 4 E Year 4 D Year 4 S Year 5 Year 5 E Year 5 D Year 5 S Below Y6 Year 6Year 6 E Year 6 D Year 6 S Towards Y6 Tests and TA performance descriptors At +

Southwark Tracking and Assessment Record STAR (Primary) Assessment briefing – Thursday 12 th March, 1:30 – 4:00 for assessment coordinators Feedback from pilot schools – end of term Open up pilot to more schools draft training findings from feedback day Assessment Conference for HT and Assessment Coordinator – July 9 th Training focus for teachers next year

Data submission deadlines Survey DetailDeadline KS2 teacher assessm ent Collection opens: Monday 1 June All schools should enter their KS2 teacher assessments (including P scales) directly on to the Standards and Testing Agency on the Teacher Assessment section of NCA tools. So Southwark LA can get school profiles out as early as possible we are asking that you also submit the data to Southwark Stats Submit data to: ANDwww.ncatools.education.gov.uk Wednesday 24 June STA deadline is 26 June, however the LA strongly recommend the 24 June so there is time to address any possible issues KS1 teacher assessm ent Collection opens: Monday 1 June Submit data to: Wednesday 24 June EYFS Collection opens: Monday 22 June Submit data to: Friday 26 June Y1 Phonics and Y2 re- tests Collection opens: Friday 19 June Submit data to: Wednesday 1 July