1. ASSESSMENT PARENT WORKSHOP 14 TH MARCH 2016

2. OBJECTIVES To give an outline of what the key changes to the National Curriculum and assessment means from a school, pupil and parent viewpoint. How can you best support your child at home? What are the issues with the changes to the statutory tests at the end of KS1 and KS2?

3. SUMMARY OF THE ISSUES Expectations have risen from the new curriculum. Traditional learning. It’s all introduced at the same time (so gaps in previous years will need to also be addressed). Playing ‘catch up’. Less able may struggle to keep up even more than before. Teaching complex concepts before basics creates own problems. Schools not given extra resources to help.

4. SUMMARY OF THE NEW NATIONAL CURRICULUM Literacy has more of a focus on spelling, grammar and poetry, as well as challenging spellings that children should learn by the end of Year 6. Maths now introduces fractions in Year 1 (1/2 and ¼) and being able to convert fractions into decimals by Year 4. No calculators are used anymore, and children will be tested on their times tables knowledge online in 2017. Each subject is set out in year group objectives. Children are to have a secure understanding of all the objectives for their year group. Children who grasp concepts at an exceeding level are challenged through sophisticated problems to extend their knowledge by applying their skills at a deeper level. Children who do not grasp concepts should practise and consolidate their understanding before moving on. It may be case that some children have gaps in their knowledge from previous year group objectives that also need to be covered.

5. HELP FOR PARENTS Information on our school website: Maths Calculation Policy, Previous New Curriculum parent workshop information and materials, Previous Maths, Big Reading and Big Writing parent workshops and materials, Year Group Curriculum overview updated each half term.

6. HELP YOUR CHILDREN Ensure your children have a high attendance level and are at school on time. Avoid taking any holidays during term time. Ensure your children have enough sleeps so they are alert and ready to learn. Attend all parent consultations. Encourage positive attitudes to school and learning. Encourage them to have a go and not to worry if they make a mistake…that is how we learn best! Provide assistance with their homework and ensure it is completed and handed in on time. Take an interest in their learning every day…ask them questions about what they have been learning.

7. Other Support Available  www.primarycurriculum.me.uk Contains: www.primarycurriculum.me.uk  Objectives from Programmes of Study organised by year group  Detailed breakdown of changes for core subjects (based on primary framework)  Page-per-year-group documents containing brief detail. Other Support Available  www.primarycurriculum.me.uk Contains: www.primarycurriculum.me.uk  Objectives from Programmes of Study organised by year group  Detailed breakdown of changes for core subjects (based on primary framework)  Page-per-year-group documents containing brief detail. En MaMa Sc Ar Co DTDT GeGe Hi FL MuMu PEPE Other Support

8. ASSESSMENT Assessment of children is now against the New Curriculum framework, of which not all content will have been taught from the previous year group objectives, and most importantly, levels have gone! The curriculum is organised by year group. The expectation is that children will master the requirements of each Year group by the end of the academic year. Objectives in the old curriculum have shifted to lower year groups in the new curriculum. For example, many skills and understanding in maths that were taught in Year 4 under the old curriculum are now to be taught and mastered in Year 3 and some even in Year 2.

9. ASSESSMENT Levels have been abolished. The responsibility of how to assess children has been given to schools which is why the way we report your child’s progress has changed. Teachers give information on children’s progress against age related expectations. A child previously considered a ‘more able’ pupil, will most likely now be working at age related expectations due to the rise in expectations for each year group. Assessment of the children is reported in relation to the curriculum objectives taught so far in conjunction with the end of year group achieved objectives overall.

10. Parent Consultation Evening This report details where at this point of the academic year your child is working for their year group for each subject under the new National Curriculum framework. December 2015 – Autumn termMarch 2016 – Spring term SubjectEffort Working Towards Working At ExceedingEffort Working Towards Working At Exceeding R.E. 1Level:31 4 Maths 1WT 1 Reading 2 WA 1 Writing 2WT 1 Science 2 WA 2 Additional Comments Targets for the term Religious Education 1. She now needs to develop her understanding of how religious belief shapes the life of believers. Maths 1. She needs to work very hard on learning and rapidly recalling her number bonds to 10 and 20, her number pairs to 100 and her times tables up to 12x12. Reading 2. She needs to search for, and find, key words from a question in a text. Writing 2. She also needs to develop her vocabulary to suit the topic she is writing about. Science 1. She needs to continue to work on her understanding of scientific vocabulary relevant to the topic and use it correctly in scientific conclusions.

11. ASSESSMENT We use National Curriculum objectives to assess the outcomes of children at the end of each term and the end of the curriculum year, e.g.: - a child that achieves the all of the objectives set for Year 3 would be working at age related expectations. -a child not achieving all of the objectives set for Year 3 would be working towards age related expectations -a child that achieves all of the objectives set for Year 3 and achieving some objectives set for Year 4 would be exceeding age related expectations. Expected progress is for 65% of children to attain age related expectations in reading, writing and maths. This has been already been reduced from the initial 85% set previously. Year 1 – Working towards Year 1 – Working at Year 1 – Exceeding Year 2 – Working towards Year 2 – Working at Year 2 – Exceeding Year 3 – working towards Year 3 – working at Year 3 – Exceeding

12. ASSESSMENT Early Years – Nursery and Reception Children in Nursery and Reception will continue to be assessed against the Prime and Specific areas of Learning in the EYFS. Assessment is based on observations of daily activities which are recorded in the Learning Journals. This consists of a variety of photographic evidence (primarily through our Ipads using the programme 2Simple). Samples of children’s independent and adult led work and post it notes with adult and children’s comments made during the day. At the end of Reception, children will be reported on how they learn using the Characteristics of Learning and assessed against all 17 Early Learning Goals from the 7 areas of learning as: Emerging – not yet reached the expected level of development. Developing/Securing – at the expected level of development Exceeding – beyond the expected level of development for their age. From September 2016, there will be new government statutory ‘baseline’ assessments to assess each child’s level of development at the beginning of their formal schooling (to be completed by the October half term each year) in order to measure how they have progressed by the end of Year 6.

13. ASSESSMENT Year 1 Children in Year 1 complete the phonics test which is reported to parents. They are tested on 40 words, 20 of which are real and 20 which are nonsense words. The 20 real words consists of High Frequency Words and other words that can sounded out. The 20 nonsense words can only be sounded out, thus ‘testing’ their ability to recognise and blend the sounds they should be able to recognise (e.g. sprong, jound). They either meet or do not meet the expected standard. This expected standard is set once all the tests have been marked and as average national score is devised. For the past two years, the expected standard set has been 32 marks. If a child does not meet the expected standard in Year 1, then they have to retake the test in Year 2. We provide these children with extra phonics intervention group targeted work in order to ensure all children have met this standard by the time they leave Year 2.

14. YEAR 2 ASSESSMENT Tests are used to help inform Teacher Assessments. Neither the tests or the teacher assessment are used alone to assess whether children are working at age related expectations. These results are reported in national Performance Tables. Reading Test – This is a comprehension booklet which children must read and write the answers to both the text and questions independently. This is why asking lots of questions when you hear your child read is so important. A child is not a ‘good reader’ just because they can read all the words in a book; they have to also be able to understand and answer questions about what they have read. Writing Tests – There are two writing tasks; one is longer and lasts 45 minutes that is usually a non-chronological report, the other is shorter and lasts 30 minutes which is usually a character description. They are completed on different days. There are important marks awarded for handwriting.

15. YEAR 2 ASSESSMENT TestsTeacher Assessment ReadingReading * GAPSWriting * MathsMaths * Science Grammar, Punctuation and Spelling Tests – The Grammar and Punctuation paper has short answer questions and lasts for 30 minutes; the Spelling test has 20 words and lasts 15 minutes. Maths Tests Paper 1 Arithmetic– This paper consists of number, calculations, fractions, decimals and percentages, both mentally and using formal written methods. Each question will have a grid to encourage written working out. Children have 30 minutes. Papers 2 Reasoning – These papers consist of assessing the children’s ability to apply their mathematical knowledge to problems. Science – This is purely teacher assessment according to the work they have completed in each lesson throughout the year.

16. Sample KS1 grammar questions

17. Sample KS1 maths questions

18. Year 6 Assessment TestsTeacher Assessment Reading *Reading GAPSWriting * Maths *Maths (Science sample test – not everyone)Science A mixture of tests and Teacher Assessment are used to formally report whether children are working at age related expectations. These results are reported in national Performance Tables. Reading Tests – The reading test will be a single paper with questions based on 3 or 4 different tests that concentrate on the children’s comprehension skills and not their reading ability. It lasts for 60 minutes with a total of 50 marks available. Grammar, Punctuation and Spellings Tests – The Grammar and Punctuation paper has short answer questions and lasts for 45 minutes; the Spelling test has 20 words and lasts 15 minutes. Writing – There is no formal test to assess the children. It is decided from the teacher’s ongoing assessment of each child’s written work over all subjects.

19. Sample KS2 Grammar, Punctuation and Spelling questions

20. Year 6 Assessment Maths Tests Paper 1 Arithmetic– This paper consists of number, calculations, fractions, decimals and percentages, both mentally and using formal written methods. Each question will have a grid to encourage written working out. Children have 30 minutes with a total of 30 marks available. Papers 2 and 3 Reasoning – These papers consist of assessing the children’s ability to apply their mathematical knowledge to problems.

21. Sample KS2 maths questions

22. HOW ARE WE ASSESSING? Ongoing assessment and making changes according to new updates. These include the using summative assessments (tests), formative assessments (children’s performance in their everyday class work), and Assessment for Learning (AFL) strategies. These incoporate children using talk partners in lessons, teachers using highly effective questioning, children generating the success criteria to achieve the lesson’s learning objective and children evaluating work through self and peer assessment.

23. ASSESSMENT Our assessment of children include: - ongoing assessment by the class teacher throughout each lesson, through high order questioning, observation and dialogue with the children. - feedback both written and verbal between pupils and teachers and pupils and peers. - regular pupil work scrutiny.

24. ASSESSMENT PROCEDURES Class teachers meet with the Deputy Headteacher and the Inclusion Leader every half term to discuss the progress of all children. Children identified as not working at age related expectations in a certain subject area are placed into an intervention group where they receive weekly personalised targeted work to fill any gaps they may have in their learning. As soon as they have closed these gaps and are considered to now be working at age related expectations, they are no longer required to attend intervention groups. All intervention groups take place in the afternoon in order to ensure children remain in class for morning maths and literacy.