2 IntroductionsChris Toyne Head of Service: Education Data, Intelligence & Performance John Duhig Head of Service: Education Standards and Effectiveness
3 Fire Alarms Mobile Phones Toilets Refreshments House KeepingFire Alarms Mobile Phones Toilets Refreshments
4 Aims and AudienceThe slides are pitched at school Governors and I’ve made an assumption that an overview of the reform is requiredAims:Provide you with information on the changesProvide you with some brief information on what options are available to schoolsSignpost where to find more information or help.
5 What this presentation covers What we know about 2016 accountability measuresSummary of key stage 2 reformsCase for changeAssessment PrinciplesDRAFT 2016 Performance DescriptorsTimeline of ChangeWhat Ofsted say?What does the removal of levels mean for schoolsWhat does the removal of levels mean for governorsOptions – Assessment modelsOptions – for tracking pupils ProgressWhere to find help?What can we do?
6 What we know about 2016 accountability Measures Changes to the accountability measures at both Key Stage 2 and Key Stage 4 from 2016Removal of levels at Key Stage 2Schools have freedom to assess children in their own wayThe primary curriculum has changedDRAFT Performance descriptors have been releasedFloor standard changing
8 Key Stage 2 – Summary of the reforms More challenging tests that will report a precise scaled score at the end of the key stages rather than a levelSet a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary schoolIntroduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school.Make detailed performance descriptors available to inform teacher assessment at the end of key stage 1 and key stage 2. These will be directly linked to the content of the new curriculumImproving the moderation regime to ensure that teacher assessments are more consistentThe reforms ... will require schools and colleges to makethe headline performance measures available on theirwebsites in a standard format ... we want theto be found on the front page of every school andcollege website... to provide parents and students with arounded picture of the performance of theirlocal schools and colleges … help them challenge theperformance of their local (2014)
9 Key Stage 2 – New floor target The percentage of schools in 2013 where 60% of pupils attained level 4+ in Reading, Writing and Maths combined?90% NationallyThe percentage of schools in 2013 where 85% of pupils attained level 4+ in Reading, Writing and Maths combined?10% NationallyThe reforms ... will require schools and colleges to makethe headline performance measures available on theirwebsites in a standard format ... we want theto be found on the front page of every school andcollege website... to provide parents and students with arounded picture of the performance of theirlocal schools and colleges … help them challenge theperformance of their local (2014)
11 Case for ChangeDepth of learning rather than breadth and the concept of mastering a topic before moving onto the nextSimplified reporting that can be understood easily by parentsRemove the label that children associate with levels
13 Assessment Principles – Effective Assessment Systems Effective Assessment Systems Should:Give reliable information to parents about how their child, and their child’s school is performingAllow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.Are reliable and free from bias.
14 Assessment Principles – Effective Assessment Systems (Continued) Help drive improvement for pupils and teachersAre closely linked to improving the quality of teaching.Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.Make sure the school is keeping up with external best practice and innovationAre created in consultation with those delivering best practice locally.Are created in consideration of, and are benchmarked against, international best practice.
16 DRAFT 2016 - Performance Descriptors The Department for Education’s consultation on the draft Performance Descriptors ended on the 18th December The results will be published in February 2015 and the final descriptors published in the autumn. The link below gives a summary of some of the responses to the consultation.
17 DRAFT 2016 - Performance Descriptors Key Stage 1SubjectCountDescriptorNC TestIncluded in Floor?Reading4Mastery StandardExternally set, Internally marked test to inform teacher assessmentTeacher AssessmentNational StandardWorking towards National StandardBelow National StandardSubjectCountDescriptorNC TestIncluded in Floor?Writing4Mastery StandardNo writing test.The Englishgrammar,punctuation andspelling test willinform the teacherAssessment of writingTeacher AssessmentNational StandardWorking towards National StandardBelow National Standard
18 DRAFT 2016 - Performance Descriptors Key Stage 1 - ContinuedSubjectCountDescriptorNC TestIncluded in Floor?Maths4Mastery StandardExternally set, Internally marked test to inform teacher assessmentTeacher AssessmentNational StandardWorking towards National StandardBelow National StandardSubjectCountDescriptorNC TestIncluded in Floor?Science1Working at the National StandardNo Science TestNot in floor standard
19 DRAFT 2016 - Performance Descriptors Key Stage 2SubjectCountDescriptorNC TestIncluded in Floor?Writing5Mastery StandardNo writing test.There is aseparate Englishgrammar,punctuation andspelling testTeacher AssessmentAbove National StandardNational StandardWorking towards National StandardBelow National Standard
20 DRAFT 2016 - Performance Descriptors Key Stage 2 - ContinuedSubjectCountDescriptorNC TestIncluded in Floor?Maths1Working at the National StandardExternally set,externally markedtest.National Curriculum TestSubjectCountDescriptorNC TestIncluded in Floor?Reading1Working at the National StandardExternally set,externally markedtest.National Curriculum TestSubjectCountDescriptorNC TestIncluded in Floor?Science1Working at the National StandardBiennial sampletestsNot in floor standard
21 DRAFT 2016 - Performance Descriptors DfE guidance states - “Schools will be using different models to assess pupils’ ongoing progress and attainment during the key stage and using this to inform teaching, and to report in detail to parents. The performance descriptors are designed to only be used to inform teacher assessment at the end of each key stage”
23 Timetable for the primary national curriculum changes Last Academic Year (2013/14)
24 Timetable for the primary national curriculum changes (Continued) This Academic Year (2014/15)
25 Timetable for the primary national curriculum changes (Continued) Next Academic Year (2015/16)
26 Timetable for the primary national curriculum changes (Continued) In Summary:2014/15The new national curriculum applies to years except Year 2 and Year 6 for all CORE SUBJECTSIn CORE SUBJECTS pupils in Year 2 and Year 6 will be assessed using the current system of levelsFoundation subjects fall under the new curriculum and will be assessed under the new arrangementsNo changes will be made to the national tests and reporting arrangements
27 Timetable for the primary national curriculum changes (Continued) In Summary:2015/16The new national curriculum applies to ALL year groups and ALL subjectsNational tests and reporting arrangements will reflect the new national curriculum
29 What Ofsted say?Although Ofsted has not as yet formally responded to the consultation, we know that it has said [ii] it ‘will not endorse a particular model of assessment’ and that good schools:always track progressset targetsuse formative and summative assessmentsand assessment informs the quality of teaching and learning and progress of children.
30 What Ofsted say? - Continued However, inspectors will:spend more time looking at the range of pupils’ work to consider what progress they are making in different areas of the curriculumtalk to leaders about schools’ use of formative and summative assessment and how this improves teaching and raises achievementevaluate how well pupils are doing against relevant age-related expectations as set out by the school and the national curriculum (where this applies)consider how schools use assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most ableevaluate the way schools report to parents and carers on pupils’ progress and attainment and assess whether reports help parents to understand how their children are doing in relation to the standards expected.As now, inspectors will use a range of evidence to make judgements, including by looking at test results, pupils’ work and pupils’ own perceptions of their learning. Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach.
31 What does the removal of levels mean for Schools?
32 What does the removal of levels mean for Schools? On-going teacher-led assessmentFreedom to decide on how your curriculum is taughtFreedom to decide on how you track progress that pupils makeRenewed importance in both teacher assessment and external testingAccountability & transparencyIncreased communication with parentsPerformance related pay……..
33 What does the removal of levels mean for Governors?
34 What does the removal of levels mean for Governors? The documents you currently use to support and challenge your schools will remain unchanged this yearRAISEonlineFFTA focus should be placed on assessment principles and the NAHT commission has established a check list and list of recommendationsIncreased need for working in partnership through changing times (Moderation)
41 Where to find help?Partners in Learning have facilitated workshops for school leaders with the next being on –the 26th JanuaryAssessment Innovation Fund Schools – Will be shared after the meetingReforming Assessment and Accountability for Primary SchoolsAssessment PrinciplesPrimary assessment & accountability under the new national curriculumOfsted guidance for Inspectors2016 Sample test material2016 DRAFT Performance DescriptorsNAHT Commission – Report on Assessment after levels
43 What can we do?Look out for each other - Keep an eye out for those who are isolated or at risk of becoming so within your partnershipsSignpost support - Make it easy and quick to find high-quality support through clear signpostingMaintain Dialogue - Keep engaging in meaningful dialogue about the transitionFoster innovation – Encourage meaningful engagements that give others the opportunity to lead the transition and to innovateInspire trust – Consistently role model effective behaviour in order to build trust, openness and honesty, laying the foundations of effective partnershipsFollow through with action – Make changes happen and stick through high-quality implementation, investing time and resource in sustaining change and demonstrating impactEmpower others – Build capacity, responsibility and associated accountability among partners