1. Assessment Changes Meeting
Thursday 15th September 2016

2. Purpose Of meeting To put assessment into national context
To give overview of assessments throughout the school
To explain changes to school assessment system
To give opportunities for you to ask questions

3. Context National Changes & Guidance
Removal of old levels system – not enough breadth and depth of knowledge at each level
From September 2014 new National Curriculum
Higher expectations across board
From September 2014 schools required to choose own assessment system
September 2014 Deneholm introduces Assertive Mentoring, a nationally recognised system
From September 2015 government changed way children assessed at end of KS1 & KS2
May 2016 first cohorts [year 2 and year 6]to be assessed under new system
Rather than levels, more challenging tests that report a precise scaled score at end KS2
September 2016 schools are adapting systems to fall more in line with new expectations, now these become clearer

4. Statutory Assessments Overview
EYFS
Year 1 Phonic Screening Check
Year 2 Statutory Assessment Tests [SATs]
Year 2 Phonic Screening Re – Checks
Year 6 Statutory Assessment Tests [ SATs]
Year 4 proposed tests
Year 6 proposed times tables tests

5. SATs – Standard Assessment Tests
SATs – SATs – compulsory national tests
Tests are standardised, consistent assessment for all pupils
Tests are measure of how much children have learned throughout ks1 then throughout ks2
Demonstrate how pupils’ knowledge, skills and understanding have developed throughout each key stage
Evidence a child’s strengths and weaknesses and precisely what they understand
KS1 Results based on teacher assessments informed by tests
KS2 Results based on teacher assessments in writing, solely on test results in Reading, Maths and GPS

6. Scaled Scores
Rather than levels, more challenging tests that report a more precise scaled score
Planned that 100 will always represent the national standard
Each pupil’s raw score [ actual marks they achieve] will be converted into a score on the scale, either at, above or below 100
Child who achieves ‘national standard’[score of 100] will be judged to have demonstrated sufficient knowledge in areas assessed by tests
Child awarded scaled score of 100 judged to have met national standard
Child awarded scaled score of more than 100 exceeded ‘national standard’- demonstrated higher than expected knowledge of curriculum for their age
Child awarded scaled score of less than 100 not yet met national standard and performed below expectations for their age
KS2 Greater depth = 110+

7. Changes For Higher Attaining Pupils
Previous KS1 SATs aimed at children achieving levels 1 – 3[with a national expectation to achieve at least level 2B]
Previous KS2 SATs aimed at children achieving levels3 - 5[with a national expectation to achieve at least level 4]
Additional level 6 tests were produced for children demonstrating higher than expected attainment, above level 5
No longer any separate tests for more able pupils
Instead each test will have scope for higher attaining pupils to show strengths in same paper, based on year 2/ year 6 curriculum
Amount of questions answered correctly, using same year group statements, will determine greater depth
Large % of questions on same paper need answering to ensure greater depth. Important can work at speed and sustain stamina.

8. In – School Assessments
Need to review, evolve and adapt in – school assessments in light of new assessments
Clearer of expectations since cohorts in years 2 and 6 undertook new assessments this year
Children at end of ks1 need to be secure in the year 2 curriculum
Children at end of ks2 need to be secure in the year 6 curriculum
Working towards each set of end of ks tests, children need to be secure in curriculum for specific year groups
No additional knowledge required to be greater depth. Need to answer questions accurately and quickly, demonstrating they are secure in concepts tested

9. End Of Key Stage Outcomes
Please see attached sheet

10. Reasons For Assessment Changes
Children initially moved from old levels to corresponding stage on assertive mentoring
Initially huge gaps in terms of where children needed to be
Now higher % of children working at age related expectations
Now in position where majority of children can make jump to work on curriculum for specific year group
Testament to success of assertive mentoring programme. Closed many gaps.

11. Impact Of Assertive Mentoring
Consistent assessment system
Accelerated progress for large number of children and gaps closed
Children have become more actively involved in assessing their work
Children clearer about how to improve their work
Children clearer about next steps
Importantly, children better able to discuss all aspects of their learning , including attitude and behaviour
Parents better informed of child’s needs, gaps and targets
Parents opportunity to be more fully involved

12. Changes To Assessment System
Some children progressing quickly through stages without fully understanding some fundamental content
Pace – some children rapidly progressing but not fully embedding learning
Some children performing well in test situation but still having problems using and applying
Gaps closing for large number but still in year 6, could be wide range of stages.

13. Changes To Assessment System
Where teaching was to address gaps, content of what they could achieve wasn’t a focus. Gaps could vary - In next test different gaps could be identified
Now every statement is taught and evidenced, so no longer case
Even though a child might be making accelerated progress , might still not have reached the year group content by time needed to
Moderation issues – Only assessed against set criteria from their year group curriculum. Might have evidence of working at higher stage but, if not evidence of working at specific ARE, could not be classed as meeting expected standard.

14. Assertive Mentoring – What Stays The Same
One to one teacher & pupil mentoring meetings
Individual Assertive Mentoring Folders
Regular tracking of pupil progress
Regular assessment of pupil’s attendance, punctuality, attitude, behaviour, home- learning & uniform
Regular reporting to parents

15. Year Group Expectations
Pupils will be assessed against key set of expectations specific to their year group – Age Related Expectations
The curriculum for each year group will be adapted to enable vast majority of children to access it
The curriculum will be adapted to support lower attaining children
The curriculum will be adapted to provide challenge for higher attaining children
Curriculum meetings will focus on expectations for each specific year group
Some children identified as requiring separate education plan to meet specific needs. Parents will be met with individually

16. Adaption Not Differentiation
Lessons will be adapted not differentiated.
In every lesson there is a specific skills focus planned for. Expectation is that majority of children achieve this and there is evidence for this
For children who might be struggling, and to give every opportunity to achieve skills focus, each lesson has support planned in – additional adult, practical resources, context of problem etc
For children who meet skills focus quicker, in each lesson there is a challenge to enable them to move on to learning in greater depth within area taught

17. Greater Depth
DfE wants children who are exceeding ARE to work at greater depth within their year group curriculum to add more breadth and depth to their knowledge & to have more opportunities to develop their using and applying skills more confidently
Children will learn in greater depth and apply their learning to a wide variety of situations
Instead of being accelerated through stages, children will be expected to develop a deeper understanding and an ability to apply this understanding across subjects and in different contexts

18. Tracking Progress
The assessment system will check what pupils have learned & whether they are on track to meet expectations specific to their year group
As year goes on in November and February, children will be assessed as working towards ARE or meeting ARE
As year goes on, when all curriculum has been covered and children have had opportunities to demonstrate this, children will be assessed as working towards ARE, meeting ARE or exceeding ARE
DfE now want children in exceeding bracket to add more depth and breadth to their knowledge and have more opportunities to develop their using and applying skills
Children who exceed ARE are taught ‘At Greater Depth’ this means they are fully competent to use the key skills in their age range, independently, and at a deeper level

19. Formative Assessment
Teachers will conduct on-going formative assessments of pupils’ learning
Use varied opportunities to assess against set criteria
Teachers will keep running record of children’s understanding against ARE in an assessment record
Teachers make judgement of when a child has achieved an expectation and evidence this
At regular intervals, a percentage will be calculated of expectations achieved to track progress towards targets
If a child achieves all end of year expectations before end of year they begin to work at greater depth

20. Summative Assessment
The year will be split into three phases: September to November, December to February, March to May/July
To make fairer judgements. judgements based on evidence from on-going formative assessments and tests. Still need to prove their understanding in a test but teacher’s evidence backs this up.
Final test at end of year , along with teacher assessments, determine if a child is :
Working towards ARE – Yet to be secure in end of year expectations
Expected / Working At ARE – Secure in the majority of end of year expectations
Exceeding/ Working Above ARE – Secure in all of end of year expectations and able to use their knowledge, skills and understanding, confidently in different contexts

21. Progress Progress of all pupils is paramount
Pupil progress meetings every half term
Monitoring and evaluation by SLT – progress in books, lessons and data
Governors hold staff to account for progress
Ofsted focus on progress of pupils during inspections

22. Reporting To Parents
Progress will be monitored, tracked and parents informed on how well their child is progressing towards the end of year expectations
Regular assertive mentoring progress sheets
Parent – teacher consultations Autumn & Spring Terms
Open Evening Summer Term
End Of Year Report

23. Supporting Your Child Regular attendance Curriculum meetings
Parent workshops
Boosters / interventions
Parent / teacher consultations.
Meetings can be arranged with teachers
Home-learning – new arrangements for homework
Spellings – age related
Times – tables – age related. Possible national test
Reading
Project menus
Additional websites

24. Any Questions?