1. KS2 Assessment information
West Wimbledon Primary School

2. 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

3. 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

4. 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.

5. 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

6. 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

7. 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’.

8. 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

9. 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

10. 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

14. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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