1. Assessment At Holly Lodge
Wednesday 2nd March 2016

2. Levels? – those days have gone!
2014 Government decision to abolish levels in Primary Schools
2014/2015 (last year) Y2 and Y6 continued assess against levels.
Y1/3/4 and 5 – Schools could choose to asses with/ without levels
Sept 2015 onwards - no levels.
Schools to choose own assessment system
National tests – more rigorous – still in place for Y2 and Y6
Tim Oates – Life after levels

3. Escalator vs Lift?

4. Assessment with levels2B 2C 1A 1B 1C
Child progresses through the levels.
Levels not always covered in depth
Great inconsistency W

5. Assessment without levels
YEAR 1 – STAGE 1
Stages
Stage 1 = year 1, Stage 2 = year 2 etc.
Age related expectations
Mastery - emphasis on securing and
deepening of learning.
The national curriculum states that:
…although a child can move beyond their
Age expectations this can only occur once
ALL age related expectations have been
met, embedded AND applied across a
range of contexts.
ALL PUPILS WORKING AT AGE RELATED EXPECTATIONS**

6. Assessment Today New National Curriculum (2014) higher expectations
Mastery Curriculum – emphasis on securing and deepening of learning.
Stages NOT Levels
Stages – age appropriate
No correlation between levels and objectives being taught in each year group.
School Based System
Ofsted Requirements – a system that shows progress for pupils for ALL pupils.
School to school moderation

7. Assertive Mentoring Assessment System ‘ Shining the light on the good’
Consistency
Shows progress
Takes the whole child into account
‘ Shining the light on the good’

8. It incorporates and facilitates:
Assessment:
Where are the children?
Tracking:
How are they progressing?
Target Setting:
What do they need next?
Support:
What help is needed?
It brings together everything in one place

9. ASSESSMENTS take the form of:
Ongoing continuous assessment:
Grammar Hammer – Focus on teaching points linked to the age-related expectations
Spelling – Weekly focus on spelling rules (words - non-statutory)
Tested with spelling test/dictated sentences/correct spelling applied in writing
Maths Skills – weekly checks used age expected
Writing - BIG Write Extended independent writing session
Reading – A different system is used for reading based on teacher judgement according to Government criteria
Class Teachers use this information to inform future planning and support.
“Fix-its” Interventions or Learning Links -

10. Half-termly assessment
Writing – Independent piece of extended writing. (This includes composition, application of grammar, spelling and handwriting).
Maths – Half-termly test together with teachers’ professional judgement based on evidence from classwork.
This will be assessed against the ./X sheets according to the Government age-related expectations.
Attainment: By the end of the year children should be “Securing” to be age-related.
Progress is measured by the number of Xs achieved.
(PiRA – Progress in Reading Assessment is used termly – Commercially produced National reading test)

11. Benefits for children Know here they are Relevant intervention
Focussed teaching
Know here they are
Relevant intervention
Personalised learning
Motivation
Targets met
Success
Why would the children not want this – they get all these things

12. track pupil progress against the targets
A key part of the system is the tracking of progress towards targets. This is simple and frequent. It makes clear to pupils and parents where pupils are & what needs to happen next
Teachers regularly track your child’s progress towards the targets & make sure they stay on track
track pupil progress against the targets

14. What happens if my child is not progressing?
The ./X system is used by the teachers and teaching assistants to identify individuals or groups of children who have not secured understanding against the statements.
/ indicates that the child has some understanding of the concept but may need extra support to consolidate. T As and teachers work with these children within the classroom or in short focussed interventions which are personalised to the needs of the individual child.
. Indicates that the child has very understanding of the concept and will need extra teaching.

15. How are assessments recorded?
Four categories
EMERGING DEVELOPING SECURING NEXT STAGE READY
EMERGING EMERGING DEVELOPING DEVELOPING + SECURING SECURING READY
FS AND KS1 RESULTS TAKEN INTO ACCOUNT

16. Questions?
Around the room there are post its – if you have a question, please write it down.
After the next meeting, we will publish a frequently asked question leaflet
Senior Leaders around the room