2. Policy & practice Some thoughts There is no assessment panacea. There are strengths and weaknesses for both observation and question- based assessment – we need both With a balanced approach, we can increase the reliability of assessment information by using different types of good assessment and cross referencing

3. The next generation Introducing BASE Grounded in educational research Built upon PIPS Baseline (20 years) Literacy, Maths, Personal, Social & Emotional Development Computer-adaptive assessment 20 minute assessment time Optional follow-up assessment at end of Reception year will show the progress made by each child Links to Development Matters

4. Computer delivered

5. Literacy BASE Literacy includes: Early literacy skills: - letter recognition - word recognition - comprehension Vocabulary Concepts about print Phonological awareness

7. Maths BASE Maths covers: Mathematical concepts (e.g. bigger/ smaller, taller/shorter) Number identification Shape recognition Informal and formal sums Problem solving

9. Personal, Social & Emotional Development BASE PSED: Based on observations of each child’s behaviour and interactions in school Completed by the teacher or teaching assistant Can be taken termly to monitor development Covers areas that are important for a child’s development: - Managing Relationships in the Classroom - Concentration - Managing Feelings & Behaviour - Self Confidence & Self Awareness - Communication & Language

10. Personal, Social & Emotional Development

11. Packages www.cem.org/ BASE

12. Reporting Scaled scores for each child in Literacy and Mathematics (plus an overall score as required by DfE) Indicators of the range of developmental stages within a class group Progress measures between the reception baseline and end of year follow-up Evaluation for sub-groups, e.g. ethnic groups, pupil premium, SEN, EAL Comparison with national norms and “schools like mine” Indicators of unusual profiles to identify where additional support may be needed with next steps advice

13. - Each child will have an individual pupil report detailing Literacy and Maths results, PSED and additionally summarising which questions they answered correctly/incorrectly by topic

14. - View your pupils’ performance across different elements of the assessment and compare against national averages

15. - Understand the range of ability in your class and identify any exceptional pupils - Compare your class or school’s performance against similar schools and national norms

16. - Evaluate progress made by individual, classes and your school -Look for clusters, interesting patterns and anomalies -Combine this with other information to inform your observations and start conversations ++ Progress - - Progress

19. - Use Chances Graphs to help with target setting - Keep a weather eye on progress towards KS2 national outcomes with chances graphs

20. Good to know Good to know… The assessment can be stopped and restarted at any time – delivered in one session or two We provide a record of pupil responses with links to development matters Key Stage indicators will be provided No formal training is required. Guidance and ‘how to’ videos are free and online Data can be exported and then imported into other systems using Excel (Target Tracker, SIMS, Tapestry etc.)

21. Why choose BASE? In conclusion Quick, reliable and objective assessment of maths and literacy, plus observation based assessment of PSED We’ve had a baseline assessment for Reception (PIPS) for 20 years, regardless of policy Built on latest research plus knowledge gained from the 3.6 million PIPS reception baseline assessments Not-for-profit research & assessment organisation. We aim to inform & support the judgement of educators

22. Try BASE for yourself Try BASE and view sample feedback reports at www.cem.org/BASE base@cem.dur.ac.uk 0191 3344 221 @CEMatDurham #receptionbaseline