1. Netley Abbey Junior School Assessment Evening

2. KS2 outcomes KS2 SATs results
Were above National average for all subjects.
Were above Hampshire average for all subjects.
Progress in all subjects was significantly above National average.
Some results put us in the top 12-15% Nationally
NEEDS NATIONAL DATA

3. Learning at Netley Abbey
The curriculum assessment expects children to meet a certain ability by a certain age.
Each year more strands are added that a child is expected to learn and achieve at.
Each year they are graded against age expected targets as set by the government.
Emphasis on enrichment after secure given.

4. Ten Hampshire Assessment Model principles to challenge & refine
Mastery Matters
Equity & Enrichment
A.C.T. Together
Formative First
Responsive Teaching
Secure Learning Pathways
Agile Feedback
Pace not Race
Summative Tracking
Moderated Expectations
Pace not Race
Mastery Matters
Responsive teaching
Formative First

5. Guiding principles of an assessment model
Uses assessment to focus teachers on the content which must be secured before moving on
Content is introduced in an order which, once secured, supports achievement of the more challenging expectations of the national curriculum
Promotes a ‘recursive curriculum’ approach, enabling objectives to be returned to thus securing and deepening children’s understanding
Opportunities to develop links across subject domains are built into the content progression

6. Our assessment system

7. What might these ideas mean in the context of learning?
Phase 1-
Assesses fundamental ideas being introduced and checks mastery of previous year’s work
Phase 2- builds on ideas initially developed at phase 1 (which continue to develop)
Phase 3 - builds on phase 1 & 2 and achieves sufficient mastery for next year’s work
Phase 1
Phase 1 and 2
Phase 1, 2 and 3

8. The Learning Journey Expert Competent Apprentice
Multiplication
Division
And
Place Value
Fractions
Talk through learning to drive a car- relating to adult situation.
Expert- also called mastery

9. Three phases that progressively get more challenging throughout the year.
Child must have achieved all of the strands from the previous years as well as their current year to be secure.
Cumulative.

10. Mastery learning
The curriculum expects that children will deepen their grasp of key ideas, over time, rather than move on and leave gaps behind. Progress is neither linear nor skinny
Through being well taught and given curriculum opportunities they will develop and demonstrate their resourcefulness and versatility, (in an age appropriate way)
This does not mean that all pupils achieve the same degree of mastery… but it is at least sufficient, so that they can make successful progress through the fundamental ideas. No one left behind

11. Mastery Learning for “all” over a year…
This will be evident in pupils’ capacity to apply their knowledge, skills and understanding with (sufficient):
Fluency over time
Independence
Resilience to deal with complexity and new contexts
2 min