1. LIFE AFTER LEVELS Parent Workshop November 2014

2. LIFE AFTER LEVELS INTRODUCTION
From September 2014 all maintained schools were required to move to a new curriculum (the National Curriculum 2014 – NC2014)
At the same time the DfE decided that the old National Curriculum levels would be discontinued with the exception of the current Years 6 and 2 who will continue with this until their SATS Tests in July 2015
All other year groups are to be assessed in a way that the school deems suitable
This must be robust, easy for parent/governors to understand and be able to measure both attainment and progress
The DfE have stated that there is no ‘one-way’ or right way to do this

3. LIFE AFTER LEVELS CHANGES
Levels e.g. Level 3, Level 4b etc. no longer exist
All subject areas have been separated into year groups or, in the case of Key Stage 2, Years 3 & 4 and Years 5 & 6 for reading and writing.
Each subject has then been sub-divided into specific sections each with the knowledge that children need to have learned during that year (or phase).
It is important to note that these are the minimum requirements for the children and that we will be teaching more content than the areas that will be assessed.
To avoid confusion with old ‘Levels’ we have decided to use the terms Band and Step
BAND – the are-related year group corresponding to the level currently being taught to a child EXAMPLE a child working at Year 2 for reading will now be Band 2
STEP – this will indicate how independent a child is with a specific area

4. LIFE AFTER LEVELS EXAMPLE OF NEW CURRICULUM

5. LIFE AFTER LEVELS EXAMPLE OF NEW CURRICULUM BY YEAR GROUP

6. LIFE AFTER LEVELS ASSESSMENT AT ORSETT
At Orsett we have agreed that we will introduce a system of assessment which will follow the procedure set out below:
Teacher Assessments will take place half-termly according to the annual cycle.
For both reading and writing in Years 3 & 4 and Years 5 & 6 the National Curriculum has placed the targets on a continuum. Therefore:
Year 3 and 5 teachers will assess against the Year 3 and Year 5 targets (although naturally it is likely that some of Year 4 may well be covered towards the end of the year as we intend to continue ‘fast-tracking’ children).
Year 4 and 6 teachers will assess against the Year 4 and Year 6 targets but again some children may well still be being assessed at a lower (or higher year group)
We are also currently looking into purchasing formal tests (to replace the now obsolete Optional SATs Tests) for Key Stage 2 so that our children remain familiar with the styles of questions that they will have to answer in Year 6 SATs Tests.

7. LIFE AFTER LEVELS YEAR GROUP TARGETS
All children will have a target sheet for reading, writing and maths and these will be in the front of their books so that they are aware of their progress towards targets.
These are be in the form of ‘I can’ statements so that the children understand them
They will also be used when teachers undertake Teacher Assessments so that we are consistent across the whole school
As the new National Curriculum is now year based it is quite likely that children will have different target sheets e.g. a child in Year 3 may be still working at the Year 2 standard in writing whilst another child may be working at a Year 4 standard.
In order to lessen the perceived ‘stigma’ of working below the current year group this is why these will be called BANDS rather than rather than Years e.g. Year 4 will be Band 4

8. LIFE AFTER LEVELS CHILDREN’S TARGET SHEET - EXAMPLE

9. LIFE AFTER LEVELS ASSESSING EACH CHILD
In September we assessed every child from Year 1 to Year 6 on the new curriculum (Bands:Steps) so that we had some base-line data that we could use to trac the progress of all of our children.
These assessments CANNOT be compared to their results (Levels) from the end of last year as the curriculum content is different.
When assessing the level of competency of a child in a specific statement there will be 6 options to choose from according to the level of competency of that child.
Children MUST achieve the specific element 3 times before it can be assessed as consistent.
These will be called STEPS and are sub-divided as follows:

10. LIFE AFTER LEVELS ASSESSING EACH CHILD
These will be called STEPS and are sub-divided as follows:
Code
Step
Competency Level
The child can undertake this area… B
Beginning
With adult support B+
Beginning plus
With some adult support but moving towards independence W
Within
Independently with reminders and occasional adult support W+
Within plus
Independently with reminders during the task S
Secure
Independently with reminders before the task S+
Secure plus
Independently and moving towards the next Band

11. LIFE AFTER LEVELS ASSESSING EACH CHILD
Teachers will give an overall Band/Step e.g. 5w+ for the section (e.g. comprehension) by looking at the most current assessments given for each target and, using their professional judgement, decide on the ‘average Band/Step for the section i.e. the aggregate
Where the split is fairly even between two steps the teacher will take the lower step as the judgement.
Where, as in some cases, there are only one or two targets teachers must use their professional judgment of the child to decide the most appropriate level e.g. a child with B and W+ needs to be considered as to where they are most secure (most probably B)

12. LIFE AFTER LEVELS ASSESSING EACH CHILD – Individual Sections
Beginning B
Beginning + B+
Within W
Within + W+
Secure S
Secure + S+
09 14
10 14
11 14
Two B+, three W, two W+
Section Judgement = W
four W, three W+

13. LIFE AFTER LEVELS ASSESSING EACH CHILD – Overall Assessment of a Subject
Teachers will take an aggregate of all section judgements (excluding Handwriting in the Writing targets)
The assessment will be recorded as follows Band:Step e.g. 6w
Example
Band 1 Mathematics
Section
Aggregate judgement
Number and Place Value W
Number – addition and subtraction
Number – fractions B
Measurement B+
Geometry – properties of shape
Geometry – position and direction
OVERALL SUBJECT JUDGEMENT
1B+

14. LIFE AFTER LEVELS ASSESSING EACH CHILD – Tracking Progress and Attainment
The expectation for progress this year (due to the fact the curriculum was only introduced in September) is that a child will move 5 steps over the year.
In future years the expectation for progress will be that a child will move:
5 Steps from the beginning of the Autumn Term in Year 1
6 Steps from the end of one academic year to the end of the next in Years 2 to 6
ATTAINMENT
The expectation is that a child’s attainment will be at age-related i.e. working within the Band for his/her actual Year Group

15. LIFE AFTER LEVELS ASSESSING EACH CHILD – Tracking Progress and Attainment
As a school we have used a program for tracking our children’s progress and attainment called Target Tracker
Target Tracker has developed a system for tracking our children’s progress and attainment under the NC2014 which we will be using.
Given that this is a new system for everyone there will be some changes made to Target Tracker as it responds to school’s requests for additional information.
The information gathered from Target Tracker enables the School’s Assessment Leader to analyse all classes recent assessments and consider the current standards across the whole school.
This information is then used in the termly Pupil Progress Meetings

16. LIFE AFTER LEVELS PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
After each assessment period every child’s current attainment and progress levels in reading, writing and mathematics are analysed.
Following the analysis Pupil Progress Meetings are held for each class.
At these meeting the following members of staff are present:
Headteacher
Deputy Head
SENCO
Class Teacher
Teaching Assistant
Intervention Support Teacher
In this meeting every child is discussed individually and actions considered for moving the children forward.
The overall analysis of both progress and attainment of cohorts and groups of children is then fed back to staff and governors so that any necessary changes to the curriculum can be considered and actioned to further improve the quality of learning in our school

17. LIFE AFTER LEVELS PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
The class teacher will then complete:
a Gap Analysis of each subject to highlight any areas of strength and weakness that needs addressing
an Action Plan highlighting specific changes for individual pupils
A Provision Map outlining the intervention and/or challenge activities that are required to achieve that actions in the Action Plan
The overall analysis of both progress and attainment of cohorts and groups of children is then fed back to staff and governors so that any necessary changes to the curriculum can be considered and actioned to further improve the quality of learning in our school

18. LIFE AFTER LEVELS PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
Below is an example of a Pupil Progress Meeting document which is then used for gap analysis, action planning and Provision Maps

19. LIFE AFTER LEVELS REPORTING TO PARENTS
Here at Orsett we believe that is vital that all parents have a clear understanding of their child’s levels of attainment and progress.
It is also essential that parents are supported by the school to enable them in turn to support their child at home.
Consequently we offer regular opportunities for parents to come into school to find out more about their child’s education such as:
Parent Workshops (like this one) to give parent’s the opportunity to find out how we teach specific subjects e.g. phonics, mathematical skills etc.
Parent And Children Together (PACT) sessions across the school for parents to spend time in class with their child to sample their school experience
End of LOTS Theme Open Days
One-to-one meetings as appropriate to discuss specific issues
Termly Parents Evenings

20. LIFE AFTER LEVELS REPORTING TO PARENTS
PARENTS’ EVENINGS
At all Parents’ Evenings parents will continue to receive information from the class teacher about:
Their child’s current level of attainment – Band:Step - in reading, writing and mathematics
The progress that has been made since the end of the previous year (or beginning of September 2014 for this year only)
The child’s targets for the forthcoming term
Any support/challenge that the child will be receiving
How parents can support their child at home
Other relevant issues
Their child’s perception of the targets that they have achieved in the term and the next steps the will be taking
ANNUAL REPORT
Parents will also continue to receive the Annual Report detailing the attainment and progress of their child at the end of the year together with other relevant information

21. Any questions?