1. Assessment Without Levels Key Considerations

2. Key Considerations for SLT/Staff Ensure the assessment process is primarily designed to support and motivate pupils’ learning, the school’s leadership of learning and that it is: –used effectively to inform next steps in pupils’ learning and key school improvement priorities –accessible, manageable and meaningful for all stakeholders Ensure there is a consistent and accurate understanding amongst teachers and support staff of end of year age related expectations (ARE) within the new curriculum in each year group Define the common school terminology that will be used to describe whether pupils are at, above or below ARE at each assessment point, including the year end.

3. Key Considerations (continued) Ensure appropriate assessment is in place for those pupils with SEN/D working well below ARE Agree the key performance indicators (KPIs) for each year group for each subject in order to inform a ‘best fit’ judgement of standards. These could be expressed as to whether pupils are working below, at or exceeding the expectations for that year (or similar language). –possible starting point could be the NAHT KPIs www.naht.org.uk/welcome/news-and-media/key- topics/assessment/naht-assessment-framework-materials/ www.naht.org.uk/welcome/news-and-media/key- topics/assessment/naht-assessment-framework-materials/ –use your assessment of pupils’ current knowledge, skills and understanding to inform any school specific KPIs

4. Key Considerations (continued) By the end of the year, ensure there are arrangements in place to discuss and compare internal teacher assessments in each year group in the summer term and thereafter each term Determine the assessment cycle and consider how assessment for learning will be used to inform and validate periodic and summative assessment through evidence from work in books and possible use of standardised tests Ensure you are working with other schools to develop agreed interpretations of new expectations of national standards.

5. Key Considerations (continued) Agree the school’s approach to using assessment information to enable most pupils to access the expectations for their year group, such as: –pre teaching –post teaching strategies – surgery, guided groups, use of TAs Agree on a common whole school management information system to record attainment and track progress for individuals, groups and cohorts and the impact of the intervention/ catch up, including pupils with EAL and those eligible for pupil premium Agree an approach to target setting which promotes high attainment and good progress for cohorts and for key groups within them(to close the gap) Determine how you will use assessment information to define appraisal objectives and success criteria

6. Key Considerations (continued) Parents/carers Have an agreed strategy in place to enable parents/carers to understand the school’s approach to assessment so that they are clear as to how well their children are doing against end of year expectations and progress since starting points. Review end of year report format and other information formats given to parents/carers

7. Key Considerations (continued) Pupils Ensure a strategy is in place for involving pupils in understanding their own progress in learning Governors Agree the approach to assessment with governors and include a summary on the school website