1. Good Morning and welcome. Thank you for attending this meeting to discuss assessment of learning, pupil progress and end of year school reports.

2. The aims of this meeting are: To provide an overview of how the National Curriculum links to the Assessment Framework (iPAT). Build partnerships with parents to support the learning and progress of our children. Introduce a revised end of year school report.

3. No More Levels! When the revised National Curriculum was published in 2014, it was decided that National Curriculum Levels would no longer be used as a way of describing children's attainment or ‘level’ of achievement. From September 2015, national curriculum levels were discarded. The Government felt that: Children were too focused on levels, rather than on specific next steps given to them by their teachers. Parents did not really understand what the different levels entailed. Even when two children were assessed as being the same level, one child may have just missed out on the next level up whereas another child could have just scraped that level which has implications on their future targets and progress.

4. How do we assess attainment and progress without levels at Highbury Quadrant? Children will be assessed against the statements for their year group as set out by the National Curriculum. Teachers will use ongoing teacher assessments, progress checks, questioning, children’s work and discussion to make formative judgements within the lesson. The ongoing assessments will help teachers to identify children’s strengths and next steps.

5. Curriculum maps

9. Creating a new system of assessment With the removal of national curriculum levels, schools had the freedom to choose their own approaches to formative and summative assessment, according to what best suits their pupils, curriculum and staff. This provided an opportunity for schools to challenge and improve their assessment systems and to build greater expertise in assessment. The Commission’s purposes and principles of assessment have been developed as a starting point for schools developing or selecting their approach to assessment without levels. Before designing or selecting an assessment method, we had to be clear: Why pupils are being assessed The things which the assessment is intended to measure What the assessment is intended to achieve How the assessment information will be used

10. RESPECT ACHIEVEMENT POSITIVITY ATTAINMENT Your child will be marked against different skills as Emerging, Developing, Secure, or Mastered. These grades translate into a number of points based on the difficulty of the skill. Pupils who are secure in all skills for each year will be able to gain a maximum of 100 points by the end of the summer term.

11. iPAT (Islington Pupil Assessment Tracker) After careful consideration, we decided to adopt iPAT, an Islington designed system of assessing progress and attainment. Why iPAT? It is a tool that can record and acknowledge your child’s progress and attainment. iPAT can support your child and your child’s teacher to identify strengths and areas for further improvement. iPAT can provide you with up-to-date information about your child’s academic successes at key points throughout the school year.

12. Your child will be graded against different skills (as defined in the national curriculum) as Emerging, Developing, Secure, or Mastered. These grades translate into a number of points based on the difficulty of the skill. Pupils who are secure in all skills for each year will be able to gain a maximum of 100 points by the end of the summer term. Each year, these points are added to the previous year’s total. At the end of Year 1, a child working at an age expected level would gain 100 points, 200 at the end of Year 2, 300 at the end of Year 3 etc. So a child who has gained 25 points from Year 4 skills will add this to their previous year’s points, making 325 points in total. These points are then calculated back into overall subject grades of ‘Emerging’, ‘Developing’, and ‘Secure’ within their curriculum year band. 0-49 points = Emerging, 50-99 points = Developing, 100 points = Secure. For example, a child who has gained 40 points would have a grade 1E (Curriculum Year 1, Emerging), 300 points = 3S (Curriculum Year 3, Secure), 550 points = 6D (Curriculum Year 6, Developing). Emerging, Developing, Secure or Mastered

13. As we aim for pupils to make 100 points each year. We predict that pupils will make the following termly progress:  Summer to Autumn40 points progress  Autumn to Spring35 points progress  Spring to Summer25 points progress This means that we would expect a Year 1 pupil to have a total of 40 points at the end of the Autumn term, 75 points at the end of the Spring term, and 100 points at the end of the Summer term. (This is in order for a child to end the year as ‘age-expected.’) Monitoring progress

14. KS1 and KS2 SATs From 2016, scaled scores will be used to report national curriculum test outcomes. They help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment. For example, on the scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (i.e the total number of correct responses) that equates to 100 might be different each year. The new national curriculum tests will be more demanding, with a higher and more ambitious expected standard. This will ensure that pupils who clear the bar are genuinely ready to succeed in secondary education. Department for Education, July 2013

15. Currently full information on what the scale will look like is unavailable to schools. The government are waiting until pupils have taken the tests and the tests have been marked before they can set the national standard and the rest of the scale. The scale can’t be set in advance; this cohort is the first that has reached the end of key stage 2 having studied sufficient content from the new national curriculum. If they were to set the scale using data from pupils that had studied the old national curriculum, it would likely tom be incorrect. We do know that the scale will have a lower end point below 100 and an upper end point above 100. A pupil who achieves the national standard will have demonstrated sufficient knowledge in the areas assessed by the tests. This will mean that they are well placed to succeed in the next phase of their education. For children leaving year 2, they will be deemed ‘key stage 2 ready’ and children at the end of year 6, they will be deemed ‘secondary-ready.’ The National Standard

16. Reporting to Parents When your child leaves Primary school, the current recommendations suggest that you should receive: For example, In the end of key stage 2 mathematics test, Tom received a scaled score of 87. He did not meet the secondary readiness standard (100). This places him in the bottom 10% of pupils nationally. The average scaled score for pupils with the same prior attainment was 92, so he has made less progress in mathematics than other pupils with a similar starting point. Department for Education, July 2013 A scaled score, which will show whether the pupil has met the expected standard and is secondary ready A ranking in the national cohort (by decile) The rate of progress your child has made from a baseline.

18. Any questions? Thank you for your time.