February 2016 Primary Assessment Conference Northamptonshire Di Mullan HMI

Add presentation title to master slide | 2  Brief background  Useful documents  What do Ofsted look for?  …but I cannot….

Add presentation title to master slide | 3 Assessment – A Timeline  1988: National Curriculum and levels introduced  2013: Announcement to remove NC levels  2014: Most recent incarnation of the National Curriculum  2014: NCTL published “Beyond Levels:…”  2015: Removal of levels complete  2016: New National Tests for KS1 and KS2 – GaPS for KS1; Scaled scores for KS1 & 2 and new progress measures  2016: EYFS - Baseline assessments from 2016, but schools can choose to use them from September  2022: Progress across primary schools will be on entry YF – Y6

Add presentation title to master slide | 4 Rationale for change  Levels were no longer being used for the purpose they were originally intended  Best-fit method of informing planning  Summative assessment was becoming more prevalent than formative assessment  Driving conversations with parents  Pupils were defining themselves by levels  Concerns over reliability  Levels were not well understood by parents

Add presentation title to master slide | 5 A Few Key Documents  “Beyond Levels: alternative assessment approaches developed by teaching schools” September 2014 NCTL “Beyond Levels: alternative assessment approaches developed by teaching schools” September 2014 NCTL  “Final Report of the Commission on Assessment without Levels” September 2015, chaired by John McIntosh CBE “Final Report of the Commission on Assessment without Levels” September 2015, chaired by John McIntosh CBE  “Government response: Commission on Assessment without Levels” September 2015 STA “Government response: Commission on Assessment without Levels” September 2015 STA  “Primary school accountability in 2016” January 2016 DfE “Primary school accountability in 2016” January 2016 DfE

Add presentation title to master slide | 6 A Few Key Documents  “Statement on the interim recommendations of the Rochford Review” – December 2015 DfE “Statement on the interim recommendations of the Rochford Review” – December 2015 DfE  Common Inspection Framework (Ofsted August 2015) Common Inspection Framework (Ofsted August 2015)  Section 5 & Section 8 handbooks (Ofsted August 2015) Section 5 Section 8 handbooks

Add presentation title to master slide | Floor Standards Primary School Accountability in 2016 (p6):  At least 65% pupils meet the expected standard in reading, writing and mathematics or  The school achieves sufficient progress scores in all of reading, writing and mathematics  To be above the floor, the school needs to meet either the attainment OR all of the progress element

Add presentation title to master slide | Performance Tables  Percentage achieving the “expected standard” in reading, writing, mathematics  Averaged scaled scores in reading and in mathematics at end of KS2  Percentage of pupils who achieve at a high standard in reading, writing mathematics  Pupils’ average progress in reading, writing, mathematics

Add presentation title to master slide | 9 Assessment – A Timeline Summer 2016 New progress & attainment measuresNew Performance Tables September 2015 Levels abolishedNew Assessment information September 2014 New National Curriculum Levels start to be removed

Add presentation title to master slide | 10 What does Ofsted look for?  Common Inspection Framework (August 2015)  Section 5 and Section 8 Handbooks (August 2015)

Add presentation title to master slide | 11 What does the Ofsted handbook say?  Section 5 Handbook, amongst other things, says…  Para 155: “Ofsted does not expect to see any particular system of assessment in place.”  Para 170: “Inspectors will take account of current standards and progress, including the school’s own performance information…”  Para 173: “…the school’s own information, taking account of the quality and rigour of the assessment on which it is based”

Add presentation title to master slide | 12 What does the Ofsted handbook say? Early Years. Section 5 Handbook, amongst other things, says…  Para 190: “Inspectors will consider the rigour and effectiveness of systems to drive improvement, including, monitoring the quality of provision and children’s outcomes…”;  “The proportions of children who have made typical or better progress from their starting points, including disabled children those with special educational needs and the most able…”

Add presentation title to master slide | 13 What do Ofsted say? Leadership and Management  Section 5 Handbook, amongst other things, says…  Para 138: Inspectors will consider…  “how effectively leaders monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this.”  “how effectively leaders use additional funding, including pupil premium, and measure its impact on outcomes for pupils, and governors hold them to account for this.”

Add presentation title to master slide | 14 What does the Ofsted handbook say? Teaching, learning and assessment  Section 5 Handbook, amongst other things, says…  Para 152: “…the extent to which…assessment information is gathered from looking at what pupils already know, understand and can do….”  “assessment information is used to plan appropriate teaching and learning…. enabling pupils to make good progress and achieve well.”

Add presentation title to master slide | 15 What does the Ofsted Handbook say? Outcomes for pupils (Para 169 – 186)  Current standards and progress from starting points  Pupils, and groups of pupils, in all year groups  Scrutinising pupils’ work  Narrowing the gap  More-able and lower-attaining pupils  Pupils with special educational needs and disabilities

Add presentation title to master slide | 16 Where will Ofsted look?  Published data  School’s own assessment information and how it is used  Groups  Pupils’ books  Progress in lessons  Teachers, leaders, governors ….. to name but a few

Add presentation title to master slide | 17 Where will Ofsted look?  These are not complete lists  How rigorous are your systems?  How well are they used?  What impact do they have on outcomes?

Add presentation title to master slide | 18 Finally… It’s up to schools to decide how to develop a system of assessment in school that best fits their circumstances. It’s up to inspectors to decide if it is rigorous and robust.