Parent Workshop Year 2 Assessment without levels January 2016

∗ To discuss what the changes have been to assessment nationally ∗ To understand how these changes will affect assessment at Pikemere ∗ To discuss how we will report your child’s progress and attainment to you Aims

∗ Pupils often missed out on deeper understanding in the rush to move up to the next level. ∗ Levels were too subjective with different teachers judging levels differently. ∗ Levels were not representative of a pupil’s learning and focused on narrow aspects of the curriculum. “…Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within a level. This meant is wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.” Final report of the Commission on Assessment without Levels 2015 National Issues around National Curriculum Levels

∗ The purpose of assessment is to improve learning, inform teaching, help pupils achieve the highest standards they can and provide meaningful reports on pupils’ achievement. ∗ There are three main forms of assessment: ∗ in-school formative assessment - which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; ∗ in-school summative assessment - which enables schools to evaluate how much a pupil has learned at the end of a teaching period; ∗ nationally standardised summative assessment - which is used by the Government to hold schools to account. Purpose of Assessment

∗ Schools have been given the freedom to create their own assessment systems to support more informative and productive conversations with pupils and parents. ∗ At Pikemere our assessment is based on the content of the school’s curriculum. This allows teachers, parents/carers to have a clear understanding of how to support their children and to build and consolidate learning. ∗ At Pikemere we encourage our pupils to reflect on their own progress, understand what their strengths are and identify what they need to do to improve. School Responsibility

Assessment is: ∗ at the heart of teaching and learning ∗ fair ∗ reliable ∗ ambitious ∗ appropriate ∗ consistent Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved. Assessment Principles

∗ When effectively communicated by teachers, in-school formative assessments provide parents/carers with a broad picture of where their children’s strengths and weaknesses lie and what they need to do to improve. ∗ Discussions with teachers should provide more helpful information about what your child knows and understands and should help to clarify how you, as parents/carers, can support your child’s continued progression. ∗ We are currently working with the parent forum to help develop how we report to parents. If you have any ideas or suggestions please pass on to the office or parent forum representatives. Reporting to Parents/Carers

∗ We are now using the phrases ‘EMERGING’, ‘EXPECTED’ and ‘EXCEEDING’ to describe your child’s progress against the curriculum for their year group. ∗ By the end of the year most children will be assessed as ‘EXPECTED' age-related attainment and some may be assessed as ’EXCEEDING' age-related attainment. Some pupils may not achieve ’EXPECTED' standards. ∗ In order to do this, we are using a combination of half termly assessments as well as on-going termly teacher assessments. Reporting to Parents/Carers

∗ Every year group follows the new National Curriculum ∗ There are much higher expectations across the school ∗ This curriculum is progressive so it builds on prior learning ∗ More opportunities are being planned for cross curricular Maths and English Curriculum

So how will we assess in Maths: ∗ Evidence in children’s books ∗ A range of assessment techniques during lessons e.g. questioning, marking work, focus group work ∗ Diagnostic marking, including response to marking opportunities ∗ Half termly progress tests ∗ This allows for the teacher to make a confident and accurate judgement on the children’s progress and attainment each term ∗ This evidence will be reviewed at the end of the year to assess whether the children are working at the age-expected standard Maths: Evidence

SATs test will take place at the end of Y2 (KS1) and at the end of Y6 (KS2) ∗ KS1 ∗ There will be two tests: ∗ Mental Arithmetic (20 mins) ∗ Mathematical fluency and reasoning (35 mins) Maths: SATs

∗ Examples from the Mental Arithmetic Sample Paper Maths: KS1 SATs

∗ Examples from the Fluency & Reasoning Sample Paper Maths: KS1 SATs

∗ Examples from the Fluency & Reasoning Sample Paper Maths: KS1 SATs

So how will we assess in English: ∗ Evidence in children’s books ∗ Writing ‘Tickled Pink’ pieces of writing ∗ A range of assessment techniques during lessons e.g. questioning, marking work, focus group work ∗ Diagnostic Marking – Completed target work and response to marking ∗ Cross Curricular Writing ∗ Portfolio of work – building up within Learning Journeys ∗ Reading Ages/Spelling scores ∗ Termly Tests for SPaG and Reading English: Evidence

So how will we assess in writing: ∗ At the end of each teaching sequence the children will complete one independent piece of writing. ∗ Using the performance descriptors, teachers will assess whether the child is emerging, expected or exceeding the age- related standard. ∗ Evidence will be collected across a range of genres including a variety of both fiction and non-fiction. English: Writing

SATs tests will take place at the end of Y2 (KS1) and at the end of Y6 (KS2) ∗ KS1 Reading ∗ Paper 1, a combined booklet that integrates the reading texts and answer booklet (30 mins) ∗ Paper 2, a reading booklet with a separate associated answer booklet (40mins) English: Reading SATs

English: KS1 Reading SATs

SATs tests will take place at the end of Y2 (KS1) and at the end of Y6 (KS2) ∗ KS1 SPaG ∗ Paper 1 – grammar and punctuation questions (20 mins) ∗ Paper 2 – spelling (15 mins) English: SPaG SATs

English: KS1 SPaG SATs

∗ In KS1 we have to submit our data by the end of May so Year 2 will sit their end of KS SATs during this month. However some schools will be asked to sit one paper in April so we may be one of these schools. ∗ They will take place in the classroom with either myself or Mrs Gohr administering them. Some children will benefit from working in a smaller group with a familiar adult. ∗ Please ensure your child is in school When will SATs happen?

Questions