1. End of kS1 assessment Standardising Teacher Assessments 9 th /10 th February 2016

2. The Rochford Review The interim pre-key stage standards reflect the attainment of pupils who have not yet completed the relevant programme of study but have reached a chronological age that requires a statutory outcome to be reported.

3. Pre KS1: pupils working below the test standard.  follows the same principles as the interim teacher assessment frameworks  defines interim pre-key stage standards

4. The standards of achievement Assessments will be made against the 3 Standards, a Pre Key Stage Standard or P levels.  Working at greater depth at the expected standard  Working at the expected standard  Working towards the expected standard  Foundations for the expected standard  P Levels

5. Teacher Assessment  Best fit judgements replaced by mastery model to secure key learning.  Level descriptions replaced by pupil can statements in the interim TA frameworks.  Removal of link between in-school formative assessment and national summative assessment.

6. Assessing pupils’ against the expected standard  To award a standard you … will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard.  The judgement … is made across a collection of evidence and not on individual pieces. However, there needs to be sufficient evidence of consistent performance across several pieces to demonstrate the pupil’s understanding and application of the statement.

7. Teacher Assessment of Writing

8. ‘consistent’ attainment of all the statements’ KS1 ARA 2016 section 8.2 ‘ consistent performance across several pieces ’ exemplification guidance Fen 2016  Evidence of consistent attainment/ performance does not mean that pupils demonstrate a skill or ‘get it right’ every single time they write.  Consistent has been put in to prevent children ‘shoe-horning’ a particular aspect of writing into their work to be able to tick it off.

9. Note the sentence stem for each standard. The writing samples that TA moderation is based on must include narrative. This is narrative in it’s broadest form – not just story.

10. ‘Pupil can…’ statements with an asterisk refer to National Curriculum spelling some words with contracted forms Evidence of the use of any contractions as the national curriculum doesn’t give a list, it only gives examples can’t, didn’t, hasn’t, couldn’t, it’s I’ll adding suffixes to spell some words correctly in their writing adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly*

11. Common exception words Y1 the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our Y2 Door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas

12.  some’ indicates that the skill/ knowledge is starting to be acquired, and is demonstrated correctly on occasion, but is not consistent or frequent.  ‘most’ indicates that the statement is generally met with only occasional errors.  many “ is somewhere in between”. ‘some’, ‘most’, ‘many’ statements containing qualifiers

14. The grid used in the exemplification materials has separated the elements of punctuation for WAES and WAGD.

15. Pupils below the standard for writing.  Use the working towards the standard and the interim pre-key stage 1 foundations standards to assess the writing of the pupil you judge will be below the standard.  Fill in an assessment grid for your pupil.  Use Charlie’s exemplification file to support your decisions.  Does the work evidence Working Towards ES or would they be at the Pre KS1 Standard?  Moderate your assessments with the person next to you.

16. Pupils below the expected standard in writing. Working towards the ES The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:  demarcating some sentences with capital letters and full stops  segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly  spelling some common exception words*  forming lower-case letters in the correct direction, starting and finishing in the right place  forming lower-case letters of the correct size relative to one another in some of the writing  using spacing between words Foundations of the ES The pupil can:  write the correct letter in response to hearing each sound of the alphabet*  segment spoken words** into sounds and write the letters corresponding to those sounds  form most lower-case letters in the correct direction, starting and finishing in the right place  use spacing between words with support from the teacher (e.g. to remind the pupil to do this)  compose a short sentence and communicate it orally or using the pupil’s usual method of communication to convey meaning with support from the teacher (e.g. teacher helps pupil to build sentence through questioning).

17. Key messages about the process  Ensure a broad range of evidence.  Identify and label a number of pieces that demonstrate evidence of consistent attainment of the statements.  Identify in pupils books/folders any additional evidence to support the judgement.  Use the table to check and record where there is sufficient evidence for each of the ‘pupil can statements.  Advise starting with the WT table and, where appropriate move on to ES and GD.  Use the appropriate exemplification collection to help you validate your judgements.

18. Using the interim Frameworks to make TA judgements in mathematics

19. PRE KS1  The pupil can demonstrate an understanding of place value of 10s and 1s in a two digit number, using resources to support them if necessary (e.g. representing a two digit number using resources for tens and ones; comparing two numbers up to 20 to identify the larger and smaller number without apparatus).  The pupil can count forwards and back from 0 to 20, understanding that numbers increase and decrease in size and identify a number that is one more or one less than a given number (e.g. identify missing numbers on a number scale from 0 to 20).  The pupil can read and write numerals from 0 to 9 and demonstrate an understanding of the mathematical symbols of, add, subtract and equal to.  The pupil can use number bonds from 1 to 5 (e.g. partitioning the number 5 as 0+5, 1+4, 2+3, 3 + 2, 4 + 1, 5 + 0; use concrete objects to demonstrate the commutative law and inverse relationships involving addition and subtraction e.g. 3 + 2 = 5, therefore 2 + 3 = 5 and 5 – 3 = 2 and 5 – 2 = 3).  The pupil can solve problems involving the addition and subtraction of single digit numbers up to 10.  The pupil can put up to 20 items into groups of 2 or 5 or into 2 or 5 equal groups (e.g. give the pupil 5 hoops and 15 objects and ask them to share them equally between the hoops).

20. Moderation

21. The External Moderation Time Line KS1  13 June KS1 National TA data submission deadline:  14 th June KS1 schools notified of moderation visits  20 th June – 5 th July KS1 moderation window

22. Moderation Schools must have a clear internal moderation process, which scrutinises TA in advance of any external moderation activity. This may include:  senior management of the school scrutinising evidence provided for TA judgements against the interim TA frameworks and national exemplification  inter-school moderation where teachers have an opportunity to scrutinise the evidence for judgements against each of the ‘pupil can’ statements within the standard awarded from the interim TA framework, using the national exemplification materials to support their judgements, with teachers from other schools

23. LA external moderation visits… looking at some of the changes What’s the same  A minimum of 25% of schools must be moderated. The LA is responsible for compiling this list.  LA moderators will visit schools in pairs to validate teacher assessment judgements.  Moderation manager will notify headteachers of their inclusion in the schedule of LA external moderation visits.  Schools will be notified of the chosen pupils in the sample either on the day of the visit or, at the earliest, the day before. What’s different  The STA will select a number of schools that must be included in the moderation.  Moderator’s role now one of reviewing evidence against the standards rather than managing a discussion with teachers.  Schools cannot be notified that they will receive a moderation visit until after the data submission deadlines have passed.  Notification of a visit will only be by email with read receipts / acknowledgement required.

24. The Moderation Time Lines KS1  13 June KS1 National TA data submission deadline:  14 th June KS1 schools notified of moderation visits  20 th June – 5 th July KS1 moderation window

25. The pupils in the sample The LA external moderator must select a minimum sample of 10% across the cohort, or in the case of a single class, a minimum of 3 pupils for each subject. It has to be different pupils for each subject. The sample must cover the full range of attainment within the cohort “Schools will be notified of the pupils in the moderation sample on the day of visit or, at the earliest, the day before. ”

26. Implications for practice.  It is essential for all involved in end of KS assessment to understand that the new curriculum represents a mastery model (not a best fit) and therefore standards cannot be equated with levels.  Schools may need different approaches to signposting moderators to evidence.  Schools must have a secure understanding of the interim frameworks: key principles; ‘pupil can’ statements; use of qualifiers.  The focus for teacher assessment and moderation is on the identification and verification of evidence rather than quality of discussion.