Assessment Information Evening Changes to the National Curriculum, assessments and learning expectations.

Assessment In school we continually assess using ‘formative assessment’. We are required to formally assess using national standards at the end of Early Years Foundation Stage (EYFS), Key Stage 1 (Year 2) and Key Stage 2 (Year 6). All of these are reported nationally The government, OFSTED and others use the progress and attainment made in these tests and assessments as part of their judgement when inspecting and grading a school.

Past Expectations Pupils were expected to have made at least 2 levels of progress between the end of Key Stage 1 and the end of key stage 2. For example, level 2 in reading at KS1 Level 4 at key stage 2. (although... this was expected and became the norm… too much of this became ‘Requires Improvement’) So… Level 2 reading to level 5 in reading was ‘better than expected’

National Curriculum Review All that has changed! Levels have been abolished. Government felt that there were concerns about the validity and reliability of levels and sub-levels. Levels were recognised as the ‘driver of undue pace through the curriculum, which has led to gaps in pupils’ knowledge.’ The government, OFSTED and others still need to be able to use the progress and attainment made in these tests and assessments as part of their judgement when inspecting and grading a school. But… NOW – pupils will be expected to reach The National Standard.

New Curriculum and Testing A new national curriculum was introduced in As a result, the Standards and Testing Agency (STA) is changing the tests so that they assess the new curriculum. Pupils will take the new tests for the first time in May The way tests are reported will change. From 2016, scaled scores will be used to report national curriculum test outcomes.

Changes - EYFS From September 2015, schools were ‘encouraged’ to choose and complete a government approved baseline assessment. We chose ‘Early Excellence’ Depending on their success (!), eventually all children’s progress will be measured from that baseline. So what you achieved as a 4 year old will form the expectation for what you should achieve as an 11 year old.

Changes - Key Stage 1 The Year 2 children will, as always, be continually assessed. New ‘tests’ will be in place for our current year 2 children. They will be based on the new national curriculum. The content of this curriculum can be harder e.g. what was expected in Year 3 is now expected in Year 2. We will not know what the scores mean For 2016 KS1 tests, conversion tables will be published by the end of May When the tables are published we will translate pupils’ raw scores into scaled scores to see whether each pupil has met the national standard. As previously, we ‘should use the scaled scores to inform … teacher assessment judgements.’

Changes - Key Stage 2 Pupils will be assessed much in the same way as before using tests. The tests will be based on the new national curriculum Nationally, the STA are trialling science tests – so they may well be back in the future. At the moment, writing is still teacher assessed. The KS2 test results will be published on the ‘NCA tools website’ in July Each pupil registered for the tests will receive: a raw score (number of raw marks awarded) a scaled score confirmation of whether or not they attained the National Standard

Interim Assessment Arrangements for meeting National Standards You can see the full booklet when you go to the workshops. It is made clear that a pupil must be able to do every bullet point in order to meet the standard.

Interim Assessment Arrangements for Key Stage 1 and Key Stage 2. Key Stage 1 ReadingWORKING TOWARDS THE EXPECTED STANDARD WORKING AT THE EXPECTED STANDARD WORKING AT A GREATER DEPTH WITHIN THE EXPECTED STANDARDS WritingWORKING TOWARDS THE EXPECTED STANDARD WORKING AT THE EXPECTED STANDARD WORKING AT A GREATER DEPTH WITHIN THE EXPECTED STANDARDS MathsWORKING TOWARDS THE EXPECTED STANDARD WORKING AT THE EXPECTED STANDARD WORKING AT A GREATER DEPTH WITHIN THE EXPECTED STANDARDS Science WORKING AT THE EXPECTED STANDARD Key Stage 2 Reading WORKING AT THE EXPECTED STANDARD WritingWORKING TOWARDS THE EXPECTED STANDARD WORKING AT THE EXPECTED STANDARD WORKING AT A GREATER DEPTH WITHIN THE EXPECTED STANDARDS Maths WORKING AT THE EXPECTED STANDARD Science WORKING AT THE EXPECTED STANDARD

Meeting National Standards - Scaled Scores Scaled scores are used all over the world and they help test results to be reported consistently from one year to the next. 100 will ‘always’ represent the ‘national standard’ (although it may vary slightly) The STA need to wait until all the pupils’ test results are in before they can say what equates to the national standard. (AO)

Measuring the impact of Soudley School on your child’s learning – ‘Value Added’ At KS1 all pupils were given a level and this had an equivalent point score. E.g. 2b was 15 points A point score was given for reading, writing and maths and then averaged. So a pupil who had 2b in R W M would have an average point score of 15. The STA is going to track the progress nationally of ALL children who got 15 APS and from this work out what progress they should have made.

Measuring the impact of Soudley School on your child’s learning – ‘Value Added’ All the children who got 15 APS will be put into a ‘pot’ and tracked. On the tests you may have achieved the following scaled score. This is then compared to what all the pupils that scored 15 got. A ‘value added’ figure can be calculated. The more + the better! SubjectScaled scoreAll other pupils with 15 APS Value added Reading Maths Writing100 -

Changes to teaching and learning

Deep Learning- Mastery It emphasises the importance of developing the depth of children’s learning. This means providing children with increased cognitive challenge, allowing them to apply the skills which they have learnt independently in a range of contexts rather than moving them onto the next skill needlessly when they have not truly mastered it.

Deep Learning Everyone is capable, some take more time. One set of concepts and big ideas for all. Everyone can access the concepts and ideas and build rich connections between them Pupils work together on the same concept. Some are challenged to a deeper depth rather than new content. Knowing ‘why’ as well as knowing ‘that’ and knowing ‘how. Apply knowledge appropriately, flexibly and creatively to new and unfamiliar situations. Demonstrate sufficient grasp of the knowledge relevant to their year group so that learning is sustainable over time and built on in subsequent years.

AutumnBriefing2015.pdf

Depth of Learning