KS2 Assessment information West Wimbledon Primary School

Assessment is integral to high quality teaching and learning Assessment is integral to high quality teaching and learning. It helps us to ensure that our teaching is appropriate and that learners are making expected progress. Assessment is inclusive of all abilities. We celebrate all achievements across a broad and balanced curriculum

Principles for assessment Assessment is at the heart of teaching and learning Assessment is fair Assessment is honest Assessment is ambitious Assessment is appropriate Assessment is consistent Assessment outcomes provide meaningful and understandable information

Formative assessment at wwps Formative assessment is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.

Formative assessment at wwps Assess at all stages of every lesson Effective and thorough questioning Differentiation to meet the needs of all the children Clear learning objectives Individual targets in English and Maths Self-assessment Success criteria Responding to marking Regular reading opportunities

Summative assessment As part of the national curriculum review, levels have been abolished. This is in part in response to concerns about the validity and reliability of levels and sub-levels. These concerns had an impact on pupils’ learning, but also on the relationships between primary and secondary schools and the trust in their assessments. Levels have also been recognised as the driver of undue pace through the curriculum, which has led to gaps in pupils’ knowledge. Standards and Testing Agency July 2015

Summative assessment at wwps Enrich pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’.

ATTAINMENT Summative assessment We will refer to your child’s current level of attainment using the following terminology; ABOVE the expected range of attainment for his/her age AT the expected range of attainment for his/her age BELOW the expected range of attainment for his/her age

PROGRESS Summative assessment We will refer to your child’s current level of attainment using the following terminology; Exceeding expected progress Making expected progress Below expected progress

How do we measure attainment and progress? Linked directly the planning, teaching and learning Depth and Coverage of the curriculum over the year Knowledge and understanding of the curriculum

Writing – vocabulary, grammar and punctuation I can say out loud what I am going to write about I can compose a sentence orally before writing it I can sequence short sentences to form narratives I can talk about what I have written with my teacher and peers I can read my writing aloud clearly I can write complete stories with a simple structure: beginning-middle-end I can retell familiar stories and recount events

Number Year 3 Maths Targets A Year 3 Mathematician can…. I can compare and order numbers to 1000 and read and write numbers to 1000 in numerals and words I can count from 0 in multiples of 4, 8, 50 and 100 I can recognise the value of each digit in a 3-digit number I can count in tenths and find the fractional value of a given set I can add and subtract fractions with a common denominator I can derive and recall multiplication facts for3, 4 and 8x tables I can add and subtract mentally combinations of 1-digit and 2-digit numbers I can add and subtract numbers with up to 3 digits using formal written methods I can write and calculate mathematical statements for multiplication and division using the 2x, 3x, 4x, 5x, 8x and 10x tables I can calculate a 2-digit number multiplied by a 1-digit number I can solve one-step and two-step number problems

Number Year 3 Maths Targets A Year 3 Mathematician can….   Measurement and Geometry I can identify right angles and compare other angles stating whether they are greater or smaller than a right angle I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines I can tell the time to the nearest minute and use the 24 hour clock I can measure, compare, add and subtract using common metric measures I can solve one and two-step problems presented in scaled bar charts, pictograms and tables I can draw 2D shapes and make 3D shapes using modelling materials I can measure the perimeter of simple 2D shapes

MEASURING ATTAINMENT AND PROGRESS Autumn term - Some of these aspects secure (up to 25%) Spring term – Many of these aspects secure (25% - 60%) Summer term – Most of these aspects secure (60% - 80%) 80% - 100% - Exceeding expectation ABOVE the expected range of attainment for his/her age AT the expected range of attainment for his/her age BELOW the expected range of attainment for his/her age Exceeding expected progress Making expected progress Below expected progress

Supporting our send and treetop pupils Differentiation within year group curriculum Refer to other year groups if necessary Assessment linked to year group curriculum Attainment will be reported against age related expectation Progress tracked against your own child’s starting point Individualised support – where they are now and next steps Intervention assessments SEN meetings with parents and teachers

Pupil progress meetings Headteacher, Deputy Headteacher, SENCO, Class teacher, Support Staff Meet three times a year to discuss progress and attainment of all children Review teaching and learning Intervention and strategies

KS1 and ks2 SATs 2016 Separate meetings in the Spring term From 2016, KS1 national curriculum test outcomes will no longer be reported using levels. scaled scores will be used instead. ‘100’ will represent the National Average Based on National Curriculum Teacher Assessment

Reporting to parents Parents’ Evenings – two times a year – 10 min slots Annual report SEND Pupil meetings – three times a year Parents informed of concerns Reading diary School website Parent Mail Twitter