Nikki Tilson – Assessment and Achievement Adviser (Nursery and Primary) Assessment Update November 2015

Assessment without levels Assessment commission and DfE response - Purposes, principles, policies, good practise, OFSTED expectations, mastery, evaluation of assessment products, and advice re assessment for SEN Rationale for removal of levels Caution around the use of “tracking” Feedback from conference overwhelmingly showed that schools still number crunch and track progress. Dame Alison Peacock Lecture – NAHT unit assessment model

Assessment Freedoms - DfE By the end of key stages there will be an expected standard set. Between these points it is for schools to decide how best to assess their pupils in a way that best suits their needs. Schools will be expected to select an assessment approach which: Aligns well with their curriculum Sets out what pupils are expected to know, understand and do, and when Explains pupils progress and attainment to parents Can be used to set aspirational targets and wherever possible supports pupils to reach the expected standard.

OFSTED - One school’s experience… Do leaders know the school? - strengths, weaknesses, actions and impact (so what?) How have you thought through how you will know who is meeting ARE? How do leaders know what progress children are making, especially p/prem, groups? How is this communicated with teachers? How are assessments used for appraisal? How do you know about gaps in R, W and M and how are you addressing this?

STAR so far….. Transfer from levels to steps this term and fill in gaps but always keep eyes on end of year statements, especially year 2 and year 6 Termly Summary tool workshops Further work – Science, year 7, exemplification, maths tasks, “I can” child friendly statements, any necessary changes in response to feedback and DfE - Please keep feeding back! Year group expected + percentages - moderation

Year group moderation at Crampton Year 3 writing- Tuesday 26 th January Year 4 writing- Tuesday 2 nd February Year 5 writing- Tuesday 9 th February Year 3/4 reading- Tuesday 1 st March Year 5/6 reading- Tuesday 8 th March

EYFS assessments Reception baseline suppliers – EExBA, CEM (BASE) and NFER – expected+ % presented in different ways CEM and NFER generally reflected normal on-entry assessment exp+ %. EExBA – anomalies in literacy?

DfE assessment update Interim frameworks for year 2 and year 6 - GOV.UK KS1 and KS2 test samples, instructions and frameworks are all available on GOV.UK ARAs for EYFS, KS1, KS2 on GOV.UK Moderation guidance – still waiting….. 27 th Nov deadline for modified test orders Statutory participation in NC test trialling between Apr – June (KS2 not in test week) Trialling for year 3 Phonics Check

KS1 and KS tests Video and presentation on GOV.UK Scaled score – raw scores are equated to a scaled score with 100 being the national standard KS1 tests – R, SPAG and M to inform TA. All do all tests KS1 – end of May a conversion table made available to transfer raw scores into scaled scores to inform TA KS2 tests – R, SPAG and M. No L6. Timed arithmetic replaces mental maths KS2 results will be published in July. Raw score, scaled score and confirmation of attainment of national standard for each pupil

Interim frameworks for statutory teacher assessment Y2/Y6 KS1 – 3 standards (“towards”, “at expected” and “greater depth within the expected standard”) for R, W and M. (Science has just “working at”) plus “not working at towards” KS2 – “working at” for R, M and Sci, and 3 standards for W, plus “not working at towards”. CHECK REVISION Need evidence that a pupil demonstrates attainment of ALL of the statements for that standard and all of the preceding. Have some/most/all qualifiers They don’t cover all of the NC, just focus on key aspects Exemplification due next year

LA assessment training and moderation dates 12 th Jan pm – Phonics Screening Check 28 th Jan pm – Year 6 statutory assessment R, W and SPAG 11 th Feb – KS1 statutory assessment R, W, M 26 th Feb– KS1 moderation am and KS2 writing moderation pm (repeated 15 th April) TA training for phonics – 12 th Jan am and SPAG 28 th Jan am

DfE feedback – floor and coasting standards Floor 2016 – below 65% exp+ and pupils fail to make sufficient progress in any of R, W and M Floor standard identifies schools failing to provide an acceptable level of performance in any one year Coasting 2016 – fewer than 85% pupils achieve the expected standard (L4+ in 2014 and 2015) and pupils fail to make expected/sufficient progress in all three years 2014, 2015 and 2016

DfE – Performance tables headline measures Average progress of pupils in R, W and M % achieving the expected standard in R, W and M - KS2 Average score of pupils in their KS2 assessments % of pupils who achieve a high score in all areas at end of KS2

Conference feedback - DfE - Accountability

Measuring Progress - DfE

Measuring progress - DfE

LA Raising Achievement Projects Data scrutiny in July/LA priorities Focus on phonics at KS1 and SPAG at KS2 Projects support schools with cluster and bespoke CPD and L+M monitoring and share good practise in the LA PSC Yr 1 Project schools /34% -70% 60% - 77%61% - 79% PSC - LA 54%72% 77%81% PSC - National 58%69% 74%77% SPAG L4 Project schools//58% - 72%58% - 78% SPAG - LA/76%80%85% SPAG - National/74%77%80%

KS1 progress OFSTED have been commenting….. Southwark are in the 3 rd quartile but 1 st for EYFS and 1 st and 2 nd KS2 results Difference between Southwark and National gets wider for L2B and wider still at L3 New test (SPAG) and higher standard tests and TA in KS1

Raising achievement in KS1 - Cathedral Relentless pursuit of excellence - EYFS and KS1+ through rigorous SSE/PPM aimed at removing barriers Engagement of staff, children and parents (class blogs) Behaviour for learning right from the start High quality teaching – high expectations e.g. texts, creative/meaningful curriculum, visits, clear planning Staff development – SLT modelling, staff/phase meetings response to monitoring, everyone is a leader, sharing practice through peer observations Transition EYFS to Y1– carefully structured continuity

Raising achievement in KS1 - Albion High expectations and investment in EYFS and KS1 High quality teaching – planning, contexts for learning and meaningful, creative curriculum Strong SSE, use of data and swift action taken for interventions/support inc. more able “just unders” Staff development – coaching/mentoring, modelling, feedback from monitoring, training, sharing practice, high level dialogue, investing in TAs inc. training Stimulating learning environment and resources Parents – workshops, packs, clear guidance

OFSTED update - outcomes Current pupils Across subject areas Progress from starting points (expected/more than expected) Key groups: large groups for the school plus…. Disdavantaged SEND Most able Lower attaining pupils who need to catch up