1. HEREFORDSHIRE Assessing without Levels October 2014

2. Wigmore Teaching School Alliance Data & Assessment Project This group was put together by Wigmore Teaching School Alliance following funding achieved in the development for supporting assessment for the new National Curriculum.

3. National Picture – Key Points The new National Curriculum (NC) for Key Stages 1-4 does not CURRENTLY include any level descriptors. However, performance descriptors are due to be published imminently. The new NC became statutory in September 2014, EXCEPT for the children who will be in Years 2, 6 and 9, who are still to be taught the current NC and assessed using NC levels in Summer 2015. Summer 2016 will be the first year of statutory assessment NOT TO USE levels. There is NO NATIONAL system for schools to use to track pupil progress. Schools can choose to develop their own system or adopt any system that they feel meets their needs. Ofsted will still want to see GOOD EVIDENCE OF PUPIL PROGRESS, both from the tracking of progress over time and from qualitative evidence such as observations of teaching and in pupils’ written work.

4. Aims of this Group? To make assessment manageable in the absence of levels. To allow teachers to feel confident in using the systems suggested. To facilitate progress to be measured. To make the assessment system fit for purpose in terms of children, staff, parents and Ofsted. To ensure consistency with a system that can be moderated. To ensure consistency from the EYFS

5. Assessment We are working to develop a system using SIMS* that will enable schools to record pupils’ attainment in terms of the following: *Using SIMS, as the majority of schools in Herefordshire have this MIS System. However, schools can obviously choose their own assessment package and develop that themselves. Each stage of a year group has a points value so that progress can be measured. The terms reflect the new and increased expectations from the new curriculum. Entering Within Achieved Within Each Year Group

6. Objectives Staff have trialled the objective sheets. The sheets are reduced in number from the APP model that was used previously. The terms ‘entering’, ‘ within’ & ‘achieved’ have been allocated with a points value for each year group so that progress can be measured. The terms reflect the new and increased expectations from the new curriculum. 3 points per year is deemed as good progress (this would mean a child would be secure in 90% plus of number and SSM objectives over a year group). 3 points plus would be better than expected progress (example to follow later in presentation). Specific key stage milestones would be EYFS, Year 2, Year 4 & Year 6. The documents can also be used as a planning tool.

7. Y4 Maths Curriculum Example NUMBER, PLACE, VALUEADDITION SUBTRACTIONMULTIPLICATION DIVISIONFRACTIONS MEASUREMENTSHAPEPOSITIONSTATISTICS Count in multiples of 6, 7, 9, 25 and 1000. Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. Recall multiplication and division facts for multiplication tables up to 12 × 12. Recognise and show, using diagrams, families of common equivalent fractions. Convert between different units of measure [for example, kilometre to metre; hour to minute]. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. Describe positions on a 2- D grid as coordinates in the first quadrant. Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. Find 1000 more or less than a given number. Estimate and use inverse operations to check answers to a calculation. Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1. Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Identify acute and obtuse angles and compare and order angles up to two right angles by size. Describe movements between positions as translations of a given unit to the left/right and up/down. Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Count backwards through zero to include negative numbers. Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Use place value, known and derived facts to multiply and divide mentally, including: Dividing by 1. Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. Find the area of rectilinear shapes by counting squares. Identify lines of symmetry in 2-D shapes presented in different orientations. Plot specified points and draw sides to complete a given polygon. Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones). Use place value, known and derived facts to multiply and divide mentally, including: multiplying together three numbers. Add and subtract fractions with the same denominator. Estimate, compare and calculate different measures, including money in pounds and pence. Complete a simple symmetric figure with respect to a specific line of symmetry. Order and compare numbers beyond 1000. Recognise and use factor pairs and commutativity in mental calculations. Recognise and write decimal equivalents of any number of tenths or hundredths. Read, write and convert time between analogue and digital 12- and 24-hour clocks. Identify, represent and estimate numbers using different representations. Multiply two-digit and three-digit numbers by a one-digit number using formal written layout. Recognise and write decimal equivalents to 1/4, 1/2, 3/4. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Round any number to the nearest 10, 100 or 1000. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. Solve number and practical problems that involve rounding, ordering and exploring negative numbers and with increasingly large positive numbers. Round decimals with one decimal place to the nearest whole number. Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Compare numbers with the same number of decimal places up to two decimal places. Solve simple measure and money problems involving fractions and decimals to two decimal places.

8. Maths Assessment Example * For year 6 these percentage rules would also apply to algebra & statistics. ENTERING For a child to be deemed to be ‘ENTERING’ into the year group objectives they should have achieved UP TO 50% of the objectives for Number and SSM. WITHIN For a child to be deemed working ‘WITHIN’ a year group’s objectives they need to have achieved AT LEAST 50% of the Number objectives and 50% of the SSM objectives ACHIEVED For a child to be deemed ‘ACHIEVED’ within a year group’s objectives then they would have had to have achieved 90% of the Number objectives and 90% of SSM objectives

9. Place Value Across All Years

10. Example Yearly ‘Levels’ Yr GroupPts ValueLevelDescription Points Progress Pts Value LevelsDescription Less than Expected: <3 per yr Good: 3 pts per yr Better than expected: 3 pts per year Children on a lower level than Y1 Expectation, Pre Y1 Summer 16EeELG 1: 30-50 Emerging Working below NC levels - Summer Y1 16 P6P6 Scale 17Ed ELG 1: 30-50 Developing 17 P7P7 Scale 18E2 ELG 218 P8P8 Scale 3 19Y1e Entering/Elg 3 equivalent 20Y1wWithin Working in Year 1 21Y1AY1 Achieved 3 22Y2eEntering 23Y2wWithin Working in Year 2 24Y2AY2 (KS2 ready) <66>6 25Y3eEntering 26Y3wWithin Working in Year 3 27Y3AY3 Achieved 9 28Y4eEntering 29Y4wWithin Working in Year 4 30Y4AY4 Achieved <1212>12 31Y5eEntering 32Y5wWithin Working in Year 5 33Y5AY5 Achieved 15 34Y6eEntering 35Y6wWithin Working in Year 6 36Y6hAY6 (KS3 ready) <1818>18 37Y7tTransition Better than expected progress

11. Example of Progress Specific key stage milestones would be EYFS, Year 2, Year 4 & Year 6. Less than 3 PointsLess than Expected Progress 3 PointsExpected Progress More than 3 PointsMore than Expected Progress

12. Example 1: A child makes expected progress (12 points) End Year 2Year 2 Achieved End Year 3Year 3 Achieved End Year 4Year 4 Achieved End Year 5Year 5 Achieved End Year 6Year 6 Achieved (KS3 Ready) Example 2: A child makes better than expected progress (14 points) End Year 2Year 2 Entering End Year 3Year 3 Entering End Year 4Year 4 Within End Year 5Year 5 Achieved End Year 6Year 6 Achieved (KS3 Ready) Examples of Children’s KS1-KS2 Progress Example 3: An example of a more able child End Year 2Y3 Entering End Year 3Y4 Entering End Year 4Y5 Entering End Year 5Y6 Entering End Year 6Y7 Transition

13. Example of Marksheet The marksheet should reflect : prior attainment for the child termly attainment for the child termly and yearly progress from baseline of that year* end of year key stage milestones – Year 2, 4 and 6 * equivalent to end of previous year or when a new child starts in the relevant year group

14. Example of Maths Y4 Marksheet Prior Attainment Pastoral Information Baseline based on previous year Term Attainment Progress indicators from Baseline Age Expectation Key stage Milestone Until 2016 Based on CURRENT KS1 Old or New EYFS depending on cohort

15. New Style Marksheets Spring 2015

16. Progress* is staggered across terms: Autumn – 1 point = Good Progress Spring – 2 point = Good Progress Summer – 3 point = Good progress *Progress is from Y4 Baseline (equivalent to end of previous year or when a new child starts in the relevant year group) Example of Maths Y4 Progress Tracking Grid

17. Sample Reports

18. NEW knowledge statement report Red text indicates curriculum descriptors

19. Sample GROUP Reports

20. 'New’ Summary Report showing Achievement

21. Sample DISCOVER Graphs Progress Graph showing for Y4, Pupil Premium & Non Pupil Premium Children. Y4 Age Expectation Graph for Y4, Pupil Premium, Service, EAL & FSM Children Y4 Summer Term Attainment

22. Other considerations Age expectation tests? Various schemes available High school liaison for KS3 Positive feedback from senior management from both primary and high schools. Consultation with other educational experts. Completely flexible. SIMS tracking tools can be adapted to suit your needs and used for other age related assessments..

23. Next Steps…. Maths pilot beginning autumn term with various Herefordshire primary schools Writing is being developed in conjunction with Margaret Fennell. We are awaiting further guidance in connection with Reading. We continue to work with Here Teach but would welcome feedback from ANY school. For further information: Bernie Davies (bdavies@st-pauls.hereford.sch.uk Jayne Maund (jmaund@holmer.hereford.sch.uk) Charlotte Hyde (chyde@credenhill.hereford.sch.uk Emma Shearer (eshearer@riverside.hereford.sch.uk Emma Matchette (emma.matchette@hoopleltd.co.uk)davies@st-pauls.hereford.sch.ukjmaund@holmer.hereford.sch.ukchyde@credenhill.hereford.sch.ukeshearer@riverside.hereford.sch.uk