1. New Assessment Approach
Government has set high standards for what children need to achieve at the end of each key stage but between these points it is up to schools to decide how they want to assess. Will continue to be standardised assessments at the end of each key stage which will be linked to the new descriptors which are at a higher standard.

2. Assessing Progress and Achievement
Continues to remain same in Reception
At end of school year will be told how your child has achieved in relation to expectations.
This is the third year of new Reception Curriculum.
Emerging, Expected or Exceeding best fit judgement.

3. Assessing Progress and Achievement
For this school year remains same in Y2 and Y6.
Children will still do same assessments at end of Key Stage 1 and Key Stage 2.
Year 2 – teacher assessment supported by levelled tasks and tests. Given level in Speaking and Listening, Reading, Writing, Maths and Science .
Levelled grading, W, 1,2,3
Fine grading 2C, 2B, 2A for reading, writing and maths.
Retakes of Phonics Screening Check – achieved or not achieved.

4. Assessing Progress and Achievement
Y6 – teacher assessments for Reading, Writing, Maths and Science.
SAT test result for Reading, Spelling, Grammar and Punctuation, and Maths.
Levelled judgements 2,3,4,5,6

5. Assessing Progress and Achievement
Y1 – Continue with Phonics Screening Check – achieved or not achieved.
(If not achieved will be retested in Year 2.)
New from this year
Years 1, 3, 4, 5
Schools can choose own way of assessing progress and achievement against new curriculum.

6. Assessing Progress and Achievement
Meadowside
Chosen to judge against end of year expectations using same terminology as required to at end of Reception.
Emerging, Expected, Exceeding.
Bear in mind expectations have risen so in past a child who may have been above expectations last year for their year group and continues to make expected progress may now only be at expected level at end of this year.
Links to government performance descriptors that are currently at consultation stage.

7. Assessing Progress and Achievement
Exceeding – linked to government level descriptor of ‘mastery standard’. Children are expected to explore curriculum in greater depth and build on the breadth of knowledge and skills within that key stage.

8. Assessing Progress and Achievement
Meadowside
Some children with specific learning needs may be significantly behind the expectations for their year group and may be judged against the previous year expectations e.g. a Year 4 child may be judged at being at the emerging level of Year 3.

9. Assessing Progress and Achievement
From September 2015
Y2 and Y6 will also use this school system for assessment and tracking across the school.
New assessment procedures will come into place at end of school year 2015 – 16 for children in Y2 and Y6 based on content on the new curriculum.

10. Assessing Progress and Achievement End of Key Stage 1
Proposed from September 2015 –
Children will be judged as the best fit for one of the four standards –
Mastery standard
National standard
Working towards national standard
Below national standard
Reading Test
Writing – will include Spelling, Grammar and Punctuation Test which will inform teacher’s assessment of writing -
Maths Test
Science – working at national standard or not

11. Assessing Progress and Achievement end Key Stage 2
From September 2015 Y6
Teacher English assessment
Spelling, Grammar and Punctuation Test
Reading Test
Maths Test
Science Test biennial sample tests

12. Judging progress
Will be linked to performance descriptors and test results.
End KS1 at national standard – End KS2 at national standard – expected progress
End KS1 at national standard – End KS2 above national standard – good progress
End KS1 – below national standard – End KS2 at national standard – good progress

13. Children and parents/carers knowing progress and achievements
Some concerns over sharing with children their achievements against the year group expectations.
Lower ability /SEN self esteem
When given level although knew behind their peers not necessarily aware of what the levels 2,3,4,5 etc. actually referred to.

14. Children and parents/carers knowing progress and achievements
Children do need to know smaller next steps in their learning and bigger picture of their learning – coloured ladder system.
Parents/Carers need to do how well children are progressing and what they are working towards.
This term being trialling some ideas for English and Maths within school.
During spring term will publish on website our expectations for year groups for reading, writing and maths. You will see bigger picture and at consultations we can talk about where children are along that journey.