Chawton CE Primary School Assessment Tuesday 4th October 2016

Aim & Purpose of meeting To provide an overview of assessment here at Chawton CE Primary To help parents understand how their children are assessed and why. To help EYFS, Year 2 and Year 6 parents understand what the results mean. To share key curriculum expectations in Literacy and Numeracy.

Why Assess? Assessment plays a key role in helping our school to improve outcomes for all pupils. This helps teachers to identify strengths and barriers to learning for individuals and the class as a whole. This information is then used by the class teacher to adapt planning and teaching to ensure it meets the needs of all pupils This information is also used by the Senior Management Team to track progress throughout the school.

Types of Assessment Formative: Day to day assessment Diagnostic: Identifying strengths and barriers Summative: Key Stage 1 and 2 SATs Tests

Early Years Foundation Stage The early years foundation stage profile (EYFSP) will now remain statutory for the 2016 to 2017 academic year. This is to provide continuity and stability for schools, pupils and parents and avoid unnecessary change whilst we take the time to review options for assessment in the reception year beyond 2016 to 2017.

Early Years Foundation Stage The curriculum for the Early Years Foundation Stage (EYFS) is separated into seven areas of learning and development: The Prime Areas Prime areas are fundamental, work together, and move through to support development in all other areas. Communication and Language Physical Development Personal, Social and Emotional Development The Specific Areas Specific areas include essential skills and knowledge for children to participate successfully in society. Literacy Mathematics Understanding the World Expressive Arts and Design

Early Years Foundation Stage Within each area of this curriculum there is a progression of development. The last stages of development in each area are called Early Learning Goals. The expectation is that most children will have achieved most of the Early Learning Goals by the end of their Reception Year.

Achieving the Early Learning Goals Parents are encouraged to be involved in the assessment process on a regular, ongoing basis. They are encouraged to take part in their child’s learning and development. At the end of reception year, parents will receive a written report which: • states the pupil’s attainment against the ELGs • summarises attainment in all areas of learning • comments on general progress including the characteristics of effective learning

‘New’ Primary National Curriculum Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Age Related Expectations

‘New’ Primary National Curriculum There will be a link on our new school website:

Hampshire Assessment Model National Curriculum Objectives organised into ‘Phases’ Ensure fundamental ideas are introduced earlier in each year (Phase 1) Most challenging ideas build upon what is being secured earlier (Phase 2&3) Working across domains (i.e. using number and place value when applying to multiplication) Key areas communicated through curriculum letters

Hampshire Assessment Model

Assessment in Key Stage 1 and 2 1. CLASS PLANNING Regular assessment for learning techniques in every lesson Marking and feedback of written evidence Informs judgements about whether a child has securely mastered an objective. Recorded on planning as they move through teaching a unit of work to inform future teaching.

Assessment in Key Stage 1 and 2 2. YEAR GROUP TRACKING - Formative All objectives for the year group within each domain Children’s names are completed across the top. Throughout, and at the end of each unit of work teachers will keep up to date assessment records against each objective and future units are planned to meet the gaps identified.

Assessment in Key Stage 1 and 2 2. YEAR GROUP TRACKING

Assessment in Key Stage 1 and 2 3. END OF PHASE TRACKERS – Formative/Summative At the end of each Phase, teachers will use their Year Group Tracking, planning records and evidence form the children to inform their judgement. For each objective taught within that Phase each child is assessed as:

Formal Assessment: Yr 1 Phonics Phonics Screening Assessment June – Year 1 pupils tested on 30 words - some nonsense words Assess use of synthetic phonics Set externally, but marked in school. Data is shared externally Meeting: November 2016 about phonics

Formal Assessment – KS1 End of Key Stage 1 SATs During May, Year 2 pupils will complete SATs papers in Reading, English: Spelling, Punctuation and Grammar Mathematics. Set externally, but marked in school. Meeting: Tuesday 28th March 2017

Formal Assessment – KS1 Raw scores are based on the marks awarded for each paper. Converted into a ‘scaled score’ A score of 100 means a child is working at the standard expected of them. Results will be standardised nationally Your child’s teacher will use the results of these tests to help them judge how well they are progressing, but they won’t be using the test results alone.

Formal Assessment – KS2 End of Key Stage 2 SATs During May, Year 6 pupils will complete SATs papers in Reading, English: Spelling, Punctuation and Grammar Mathematics. Set externally and marked externally Writing is teacher assessed, but moderated by Local Authority Meeting: Monday 27th March 2017

Formal Assessment – KS2 Raw scores are based on the marks awarded for each paper. Converted into a ‘scaled score’. A score of 100 means a child is working at the standard expected of them. Results will be standardised nationally Both KS2 Test scores, and teacher assessment will be reported to parents and to secondary schools

End of Year Report You will receive your child’s end of year report in July 2017 The report will include a statement about how well your child has achieved personally, socially and emotionally. Your child’s progress across the three terms will be highlighted in Reading, Writing and Mathematics. It will indicate the progress in each domain for these subjects. There will also be a report on the progress they have made in all of the Foundation subjects (Science, History, Geography etc.)

National Curriculum - English Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) and Spelling Rules Focus on composition and structure of writing - Expectation that children expertly use and apply the grammar and punctuation concepts in independent writing to create specific effect Handwriting – is expected to be fluent, legible and speedy Spoken English has a greater emphasis, with children to be taught debating and presenting skills Reading - Increased focus on engaging with & interpreting texts

National Curriculum - Maths Year 1 will be expected to learn to count up to, and over, 100 and learn number bonds to 20 Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8) Year 4 children will be expected to know times tables up to 12x12 Calculators will not be used at all in primary schools, to encourage mental arithmetic

National Curriculum - Maths Fluency in maths Applying learned skills to new concepts Reasoning mathematically – ‘Why?’

Assessment is used to enable teachers to help improve children’s ability to learn; their knowledge, their understanding and their skills.