1. Understanding Assessment in All SoulsPRIMARY SCHOOL1

2. Reason:
The introduction of the new assessment framework in line with the new curriculum
Purpose:
Help parents understand how their children are assessed in school and why.
2. Help EYFS, Y2 and Y6 parents understand what the
results mean.
Share the key curriculum changes in Literacy and
Numeracy

3. Why Assess?
Knowing how each pupil is performing allows teachers to help individuals improve.
Assessment plays a key role in helping schools to improve outcomes.
This in turn promotes improvement at class level, then at school level.

4. TYPES OF ASSESSMENT used in school
Observational
Formative
Summative

5. OBSERVATIONAL

6. Learning objectives and success criteria
FORMATIVE
Day to day assessment
Learning objectives and success criteria

7. SUMMATIVE
Pupil Progress Meetings (PPM) 3 times per year. EYFS - Baselines Levels of Development – Early Learning Goals in Foundation Stage KS1 SATs / KS2 SATs (2016)

8. EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT’
At the end of Foundation Stage
Emerging
Expected
Exceeding

9. PREVIOUS EXPECTATIONS: AVERAGE POINT SCORES (APS) & LEVELS7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
NC level
Level 1 2 3 4 5 6
Academic Expectations For All
Key Stage 1 (Years 1 and 2): Expectation between 5 and 6 APS each year
Key Stage 2 (Years 3,4,5,6) : Expectation 4 APS each year
14 APS – Expected
16 APS – Good

10. Assessment without levels
From September this year, children will no longer be assessed against the national curriculum levels that parents and carers will have been familiar with.
In line with the New National Curriculum and raised expectations, children will be assessed in a number of ways against ‘Year End Expectations’ for each Year group 
Learners are assessed against the each area in terms of whether, at each stage, they are Entering, Developing, Securing or Mastering.
New Curriculum focuses very much on ensuring children have a breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is key. Rather than moving ‘up’ the stages, the focus is on moving ‘outwards’ developing a deeper understanding – mastery.
Staff continue to differentiate all activities to ensure that all learners needs are met.
Gathering evidence of learners progress and development will continue with a wide range of Formative Assessment; (day to day assessment through learning completed, observations, conversations and guided sessions) which will inform staff’s planning and also Summative Assessment (more formal assessment/tests) which will play a part in the overall assessment and progress checks for learners at set times in the year

11. Formal Assessment in Year 2
Teacher assessment
Tests support teacher assessment
Children will complete a maths, reading and SPAG (Spelling and Grammar) paper
Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported
Flexibility – during May and June

12. Formal Assessment in Year 6
ASSESSED BY TESTS (May 9th – 12th 2016)
Arithme
MATHS
READING
SPaG
Arithmetic Test
PAPER A
PAPER B
SPELLING
GRAMMAR & PUNCTUATION
ONE PAPER
* No Calculator Paper
WRITING
CONTINUOUS ASSESSMENT

13. Our Challenge…

14. Much of what is learnt is never fully assessed but used every bit as much.
Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge, their understanding and their skills.