Assessing and Moderating - Assessment without levels

What the government says… As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning. The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content. Emphasis has been placed on “mastery” – Pupils who have met age-related expectations in a subject are expected to explore the curriculum in greater depth and build on the breadth of their knowledge and skills within that key stage (rather than be taught objectives from the following key stage).

What we have done… Assessment criteria for reading, writing and maths for each year group. Child-friendly, used as success criteria. Used by teachers for planning. These have been created using the new curriculum and sample SATs papers for These measure age-appropriate knowledge and skills. For a child to be at “age-expected”, they should have achieved all of the criteria by the end of the year. Selected tests for the end of year and also test materials for practice opportunities.

External moderation This year we were chosen for external moderation of our end of key stage assessment judgements. For both Year 2 and Year 6, we were awarded the highest grade (Enhanced) by consultants from the borough. They confirmed that: our judgements were very accurate, the evidence shown in children’s work was strong and full, teaching was strong and children were making very good progress. The work set by teachers had prepared the children well for moving into the next key stage. Teachers’ marking was of a very high standard, giving clear feedback and next steps for children to learn from and respond to.

BEHAVIOUR REVIEW & TREAT WEEK!

Exceptional Normal good behaviour Low-Level High-Level Extreme

Marble-ous Behaviour at Drayton Park

I sit on the carpet or at my table. I always follow instructions. I sit still and quietly. I make sure my hands are empty and my feet are still. I always look at the person who is speaking and give them my full attention and best manners. By doing this, I am showing them respect. I ignore distractions and listen quietly. I do not call out or speak over people. I do not get out of my seat without permission. I put my hand up if I need something and wait for my teacher’s response. During partner talk, I look at my partner and we take turns to speak and listen to each other. We keep our conversation on task. When my teacher asks for silence, I am quick to respond. I join in with clapping to get the class’ attention. I stop what I am doing and quickly get myself ready to listen. When I am asked to move from one area of the classroom to another, I do this quietly, silently and sensibly. I do not waste learning time. I am always kind and considerate to others in my class. I will always try to be helpful and to participate. I always try to make my class team stronger and work hard towards our class reward. I will use ‘please’ and ‘thank you’. I will show courtesy to others. When I am learning in class:

Drayton Park Class / Group Behaviour Record Sheet Class / Group:Teacher:Date: MARBLES (tally) WarningWarning 2 Time Out In Class 5 mins off Marble Time Parents Informed SMT Child Name 1 Child Name 2

Treat Week and Behaviour – pupil view “Today has been my best day at school ever!” Yahya, Y4 “Treat week has changed the way children feel about school. It makes children decide to be the best they can be and to push themselves to achieve that.” Franki, Y6. “It means more effort, more ambition and more independence. It makes you want to be at school even more.” Eleanor, Y3. “Our school has lovely teachers and wonderful dinner ladies and great food. Everyone should go here so you can be successful!” Maryam, Y4. “The new behaviour system makes you think twice about doing the wrong thing. You don’t want to lose out on the good things with your class.” Dylan, Y3. “Everyone is getting better at following the Drayton Park Way.” Jessica, Y6. “It is really fair and much better.” Mohamed, Y6. “Everyone is trying really hard to earn marbles!” Yassin, Y6. “People are really motivated to do well. Everyone tries really hard and the class has been working together really well! It is really fun.” Elif, Y6.

Treat Week and Behaviour – staff view “There are strong systems in place to reward children for doing well. There is a clear process to follow if children are not doing the right thing, and children are trying hard to be great.” “Assemblies have been perfect recently!” “The quality of work is higher. Children are more focused and engaged.” “Children who are always doing the right thing are getting recognised for it more.” “Corridor behaviour is much better.” “Assemblies are much more enjoyable for everyone.” “Children have been showing their amazing manners to everyone all around the school – being welcoming, holding doors open for adults and being really helpful.” “Playground behaviour has become much better with very few incidents and more raffle tickets being rewarded.” “SMT behaviour duty is easier – there have been very few incidents to deal with.”