1. Is there life without levels?

2. Ye olden days…. In days of yore, levels were invented in order to: be used periodically as a check on standards provide detailed level descriptions useful to help teachers consider gaps in pupils’ learning and plan next steps

3. What happened? Naughty teachers started to: level every single piece of work label children (“he’s a 3c”) use level descriptors as children’s targets or as success criteria Differentiate lessons according to fixed pupil groups, based on their levels

4. What we don’t want… When When I grow up, I want to be a 4a!

5. What we do want… When I have good days and not so good days. For example, sometimes I get maths, sometimes I don’t. But I’m fantastic at swinging on a rope!

6. I am fairly average for my age and I am making good progress because I work hard! What we will probably get… II am average for my age. My progress would improve if I stopped day- dreaming! I am above average for my age in maths because I enjoy problem solving! I am hiding because I am making slow progress and I have given up!

7. In June 2013, the DfE said… 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. We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools.

8. And they replaced levels with….

9. …nothing!

10. The future… No national system No levels Schools have the freedom to develop their own approach to assessing progress

11. However… Ofsted will still need to see robust evidence that pupils are making good progress in learning And children will continue to be tested… often!

12. © Herts for Learning Ltd New test specifications – KS1 Reception baseline assessment from Sept 2016 (or 2015) KS1 maths – paper 1 (arithmetic); paper 2 (mathematical fluency, problem-solving and reasoning) KS1 reading – 2 papers, second one harder than first. Teachers use judgement when to withdraw child from test. Majority of marks on comprehension, up to 30% on inference, a few on language for effect KS1 GAPS – paper 1 (short written task – focus on grammar and punc.); paper 2 (questions on grammar, punc. and vocab.); paper 3 (spelling)

13. © Herts for Learning Ltd New test specifications – KS2 KS2 maths – paper 1 (arithmetic); papers 2 & 3 (mathematical fluency, problem-solving and reasoning) KS2 reading – 1 paper. 40-60% on comprehension, 20- 40% on inference, 10-25% on language for effect, up to 10% on themes and conventions KS2 GAPS – paper 1 (questions on grammar and punc.); paper 2 (spelling)

14. Good quality assessment: Uses open-ended tasks as well as tests Focuses on problem- solving, investigation and discussion Focuses on development of skills as well as knowledge Acknowledges importance of attitude and effort Is sensitive and constructive Promotes understanding of learning goals Develops learners’ capacity for self- assessment Helps learners to know how to improve Focuses on how learners learn

15. At the moment… With the exception of Y2 and Y6, we assess children according to how well they are learning their age-related curriculum We use these terms: – Beginning (usually in the Autumn Term) – Within (usually in the Spring Term) – Secure (usually in the Summer Term) It is our aim for all children to feel secure in the skills and knowledge of their appropriate year group by the end of the academic year However, some children will find the curriculum (especially the new one) too challenging and need reinforcement from younger years And some may feel secure earlier and be able to try aspects of older years This is very similar to previous practice

16. Annual Reports This year’s annual reports to parents will be almost identical to last year’s Judgements in relation to core subjects will also include comments regarding attitude and approach: – Excellent – Good – Needs improving For all years except EY, Y2 and Y6, achievement will be reported with reference to age-related expectations rather than levels: 1 = on track to surpass age-related expectations 2 = on track to achieve age-related expectations 3 = working towards age-related expectations with some support  = has Special Educational Needs and therefore needs significant support

17. The challenge… How do we make assessment right for our school and remain accountable? How often should we assess progress? How much do we share with children and in what form? How much do we share with parents and in what form? How often should we test? How much should we prepare children for tests? How do we continue to motivate children who are struggling? Please let us know your thoughts!

18. Things may change….!