1. Key Stage One Assessment Information Session
Thursday 28th January 2016
Adapted from Thinking Allowed on Schooling by Mick Waters:
We want our children to be competent and confident in themselves.
Be able to cope in familiar and novel circumstances.
Have the basics for reading, writing and mathematics plus concern for their own health and well-being.
We want our children to grow up and act with integrity; having self-control, being critical and developing and retaining a sense of honour and respect.
To grow-up being fascinated by the natural world and intrigued by how it can be shaped and manipulated.
Take part in creative, cultural and innovative aspects of society and recognise the valuable contribution they make to our lives.
We need our children to appreciate the cultures, orientations and sensitivities of other people.
We want our children to be ready to take responsibility, to support and nurture others.
This would involve working hard, sometimes in teams, sometimes leading, showing determination and commitment and developing character.
It will demand willpower, self-control and respect.
To be ready and qualified to take on the next stage of their learning as they pass through the gateways in their adult lives.
To develop the capacity to reflect on and recognise their contribution to their world, its value and their developing spirit.
To be fuelled with a desire to learn that will be with them for the rest of their lives.

2. Principles
Assessment plays an important role in the teaching and learning at Fordingbridge Infant School; it is fair, honest, ambitious, appropriate and consistent.
At Fordingbridge Infant School we believe that assessment:
Is integral to high quality teaching and learning
Should inform the planning and learning outcomes of all pupils
Should be inclusive of all abilities
Should be used diagnostically to contribute to the accurate planning of next steps
Should contribute to accurate marking and reporting
Should provide information about all areas of development
Should assist in informing parents /carers about their child’s progress towards age related expectations in line with the National Curriculum
Assessment plays an important role in the teaching and learning at Fordingbridge Infant School; it is fair, honest, ambitious, appropriate and consistent.
At Fordingbridge Infant School we believe that assessment:
Is integral to high quality teaching and learning
Should inform the planning and learning outcomes of all pupils
Should be inclusive of all abilities
Should be used diagnostically to contribute to the accurate planning of next steps
Should contribute to accurate marking and reporting
Should provide information about all areas of development
Should assist in informing parents /carers about their child’s progress towards age related expectations in line with the National Curriculum
At Fordingbridge Infant School we believe that in order for all our children to be ‘successful learners’ assessment for learning must be an integral part of everything we do. The primary purpose of assessment is to inform the next steps in teaching and learning. By doing this we aim to develop the right skills for all our children to reach their maximum potential. At our school we have a robust assessment system that is carefully planned to incorporate both formative and summative assessment.

3. Why the National Change?
Why the National Change?
Whether you agree or disagree the DFE have rationalised this change by saying that levels are too vague and complicated for parents and not very good at helping them understand their child’s progress; there were also concerns that the levels system could contribute to children developing a "fixed mindset" about their ability and potential for growth. The new system, however, is designed to be totally personalised to each child and, within that, every skill within each subject is assessed. This allows greater insight for teachers, children and parents.
Whether you agree or disagree the DFE have rationalised this change by saying that levels are too vague and complicated for parents and not very good at helping them understand their child’s progress; there were also concerns that the levels system could contribute to children developing a "fixed mindset" about their ability and potential for growth. The new system, however, is designed to be totally personalised to each child and, within that, every skill within each subject is assessed. This allows greater insight for teachers, children and parents.

4. The Old Levelled System
The old system is like a wall with holes in it. Children could get higher and higher but with significant gaps within their understanding.
Previously, all schools tracked the progress and attainment of each child using levels, starting at Level 1 and potentially ending (at the end of Key Stage 2) at Level 6.
Each level was divided into three sections: C, B and A. C was the lowest part of the level, with A being the highest part of the level e.g. Level 2C and Level 2A.
The old system is like a wall with holes in it. Children could get higher and higher but with significant gaps within their understanding.
Previously, all schools tracked the progress and attainment of each child using levels, starting at Level 1 and potentially ending (at the end of Key Stage 2) at Level 6.
Each level was divided into three sections: C, B and A. C was the lowest part of the level, with A being the highest part of the level e.g. Level 2C and Level 2A.

5. New System
We endeavour to ensure all children, wherever possible, meet the same age-related expectations by the end of each year at school.
Some children will exceed these expectations and some will require specific interventions in order to reach it. This will ensure all children will have firm building blocks for their future learning.
Assessment will be carried out through:
Ongoing teacher observation, marking, feedback and questioning
The child’s own self-assessment
Regular pupil progress meetings or individual pupil reviews
‘In school’ testing such as reading tests and cognitive assessments
The schools own self-evaluation cycle which looks at a variety of areas such as behaviour, environment, quality if teaching, work scrutiny etc.
Statutory assessment such as Early Years Profiling (Year R) , Phonic screening (Year 1) and end of Key Stage 1 (KS1) assessments
We endeavour to ensure all children, wherever possible, meet the same age-related expectations by the end of each year at school.
Some children will exceed these expectations and some will require specific interventions in order to reach it. This will ensure all children will have firm building blocks for their future learning.
Assessment will be carried out through:
Ongoing teacher observation, marking, feedback and questioning
The child’s own self-assessment
Regular pupil progress meetings or individual pupil reviews
‘In school’ testing such as reading tests and cognitive assessments
The schools own self-evaluation cycle which looks at a variety of areas such as behaviour, environment, quality if teaching, work scrutiny etc.
Statutory assessment such as Early Years Profiling (Year R) , Phonic screening (Year 1) and end of Key Stage 1 (KS1) assessments

6. Changes to end of Key Stage 1 Statutory Assessment
Changes to end of Key Stage 1 Statutory Assessment
This year new SATs tests will be introduced at the end of Year 2. These tests will reflect the new curriculum and will potentially be more challenging for the children. The tests will be marked with a score on a standardised scale and will be marked internally by Year 2 staff. Under the changes from 2016 the government expects 85% of pupils to reach a ‘good level of attainment’.
Children will also be matched against ‘interim performance descriptors’ (in other words what pupils are expected to know and be able to do at the time of testing) when being assessed by their teachers at the end of Key Stage 1 to see if they’ve achieved the expected standard.
This year new SATs tests will be introduced at the end of Year 2. These tests will reflect the new curriculum and will potentially be more challenging for the children. The tests will be marked with a score on a standardised scale and will be marked internally by Year 2 staff. Under the changes from 2016 the government expects 85% of pupils to reach a ‘good level of attainment’.
Children will also be matched against ‘interim performance descriptors’ (in other words what pupils are expected to know and be able to do at the time of testing) when being assessed by their teachers at the end of Key Stage 1 to see if they’ve achieved the expected standard.

7. Moderation
As a school we are actively involved with the changes and have benefitted from Mrs Clements’ role as a County Moderator. We are part of the new assessment focus groups and have been involved with trialling the new assessment materials.
The process of moderation is an essential part of our assessment system. As a school we ensure specific time is allocated to carry out whole school moderation on a weekly basis. The teachers, SENCo and Senior Leadership Team contribute to work sampling to provide teachers with a reference point when making judgements.
The purpose of moderation is to ensure our assessment and data is accurate and consistent across all teaching staff and is in-line with the judgements being made by other schools within Hampshire County Council.
We are subject to statutory external moderation, for Foundation Stage and Key Stage 1, by Hampshire County Council and we annually attend the moderation/standardisation training meetings for English and mathematics.
As a school we are actively involved with the changes and have benefitted from Mrs Clements’ role as a County Moderator. We are part of the new assessment focus groups and have been involved with trialling the new assessment materials.
The process of moderation is an essential part of our assessment system. As a school we ensure specific time is allocated to carry out whole school moderation on a weekly basis. The teachers, SENCo and Senior Leadership Team contribute to work sampling to provide teachers with a reference point when making judgements.
The purpose of moderation is to ensure our assessment and data is accurate and consistent across all teaching staff and is in-line with the judgements being made by other schools within Hampshire County Council.
We are subject to statutory external moderation, for Foundation Stage and Key Stage 1, by Hampshire County Council and we annually attend the moderation/standardisation training meetings for English and mathematics.

8. Key Points of Statutory Assessment
There are three key statutory assessments that will take place during your child’s time at infant school.
Statutory Assessment of EYFS Children
Currently children in EYFS are assessed against the Foundation Stage Profile and 17 Early Learning Goals.
Statutory Phonics Screening
In June all children in Year 1 sit a statutory phonics screening check. Children who do not achieve the required threshold at the end of Year 1 repeat the check at the end of Year 2.  
Statutory Assessment at the end of Key Stage 1 – Year 2
Year 2 children will be assessed against the end of Key Stage Interim Performances Descriptors for the 2014 National Curriculum. Children in Year 2 will sit test papers and tasks which will be used to inform teacher assessment.
For those children who do not meet the expected standard, we will continue to assess them using P-scales (a way of measuring the progress of children who’re working below the national curriculum levels). By assessing children more formally at Reception level (with the new Reception baseline assessment test, due to start in September 2016), the government hopes the children requiring more teacher input will be identified earlier.

9. Our Curriculum
All children will access key concepts and ideas in creative and stimulating ways through our broad and rich curriculum. We ensure breadth and depth through our coverage of the National Curriculum as well as seeking opportunities for enrichment.
All children will access key concepts and ideas in creative and stimulating ways through our broad and rich curriculum. We ensure breadth and depth through our coverage of the National Curriculum as well as seeking opportunities for enrichment.

10. Our Approach
We believe that all pupils are capable of understanding and accessing learning; this is possible when given sufficient time, receive high quality teaching, use appropriate resources and have a ‘can do’ attitude
We believe that all pupils are capable of understanding and accessing learning; this is possible when given sufficient time, receive high quality teaching, use appropriate resources and have a ‘can do’ attitude.

11. Our Aspirations
All children should have the same opportunities to achieve but we value each child’s starting point and will ensure our teaching provides sufficient challenge in order for them to develop.
All children should have the same opportunities to achieve but we value each child’s starting point and will ensure our teaching provides sufficient challenge in order for them to develop.

12. How do this look in practice?

13. Depth of Knowledge and Understanding

14. How will I know how my child is getting on?
Open Door Policy – teachers available to speak to
Parent Consultation Evenings
End of Year Report
Website for the blog and curriculum plans
Phonics Screening Check reports
Tapestry for Year R
Individual Meetings for Children with Additional Needs
Open Door Policy – teachers available to speak to
Parent Consolation Evenings
End of Year Report
Website for the blog and curriculum plans
Phonics Screening Check reports
Tapestry for Year R
Individual Meetings for Children with Additional Needs
Reports and Sharing Information with Stakeholders
The school has an open-door policy and staff are always willing to make arrangements to discuss any concerns
Parents’ consultations are held twice a year where teachers share progress informed by our assessments and data. It is at these meetings that they will also inform parents of next steps for learning
Parents receive one written report a year. In the report the teacher will refer to the progress a child has made and the areas for further development. All areas of the curriculum will be included within this report including social and emotional development
Year 2 Parents will receive a summary document of National Age Related Expectations at the end of the summer term
Year 1 parents will be informed as to the results of the Year 1 Phonics Screening Check.
Children with Special Educational Needs receive a minimum of three additional meetings a year to monitor and review their progress