1. Monitoring Attainment and Progress from September 2016 John Crowley Senior Achievement Adviser

2. LA Monitoring of School Predictions 2013 - 2015 To monitor system performance and expected improvement: Collected EYFS, KS2 and KS4 overall attainment Disadvantaged and all pupils And to support the school improvement proves in schools where achievement is risked below good Key Stage 1 attainment Higher attainers Progress KS1 > 2 and KS2 > 4

3. Case for change The measures are irrelevant: Assessments changing Accountability measures changing Significantly more schools are now good: Improvement in outcomes will come largely from good schools Movement towards a self improving system

4. Changes in Statutory Assessment 2016/172015/162014/15 September 2014 First teaching of new national curriculum and removal of levels September 2015 Reception baseline available First teaching of new GCSEs and A levels Summer 2015 Final KS2 tests based on previous curriculum Summer 2016 First new KS2 tests and new KS1 assessments 2016 KS4 results used in Progress 8 measure September 2016 Reception baseline becomes only way for progress to be measured for accountability Summer 2017 First new GCSEs and A levels sat

5. 2016 Primary Assessment New EYFS Baseline(s) EYFS Profile New KS1 Teacher Assessment informed by new Tests New KS2 Tests and Teacher Assessment Removal of levels as a common tool to measure attainment and judge progress within school through Key Stages 1 to 3

6. 2016 Primary Accountability Four Key Indicators Value Added measure + / - points compared to starting points Average attainment (APS – but using scaled scores) Threshold at expected level Threshold at a “very high score”

7. DfE (Nick Gibb): Assessments will only need to show how a child is performing against that school’s curriculum – not whether that performance is similar to others around the country We have listened to experts and, as the review panel recommended, have shifted the purpose of assessment away from ‘assigning a “best-fit” level to each pupil, to tracking which elements of the curriculum they have adequately achieved and those which require more attention.’ … requires schools to develop their own assessment schemes, matched to the timing and content of their school curriculum

8. 2016 Changes to Secondary Assessment Removal of levels as a common tool to measure attainment and judge progress within school through Key Stages 1 to 3

9. 2016 Secondary Accountability Four Key Indicators Value Added measure “Progress 8” Average attainment “Attainment 8” Threshold at expected level in English and Maths Attainment of the EBacc

10. 2017 Changes to Secondary Assessment New GCSE specifications and grading system begin to be introduced Key grade boundaries set using comparative outcomes Pupils entering KS3 will have a KS2 baseline expressed as scaled scores, with no level criteria to underpin them.

11. Key Stage 1 - 3 Monitoring attainment and progress

12. Judging attainment against NC Age-related Expectations Is the pupil following a curriculum which is in line with the National Curriculum expectations? At what depth does the child demonstrate understanding, considering: Independence Fluency Consistency Application

13. LA Key Performance Indicator: Expected Attainment How many pupils working on age related expectations without the need for significant differentiation or scaffolding?

14. Assessing progress not measuring? There are no points There are no levels There is no national expected progress So what is “Good” progress? How do we assess progress?

15. Value Added BaselineEnd of KS2 Higher scaled score (Positive VA) Lower scaled score (Negative VA) Average attainment of all pupils from that starting point

16. Assessing Progress Should different pupils make the same progress? Can we measure the amount of progress they make? Is there any point? What do we really need to know???

17. Good progress Progression through Curriculum Content ` Depth and Breadth Independence Accuracy Consistency Range of Contexts Expectation Achievement How do we use assessment processes to ensure good progress happens?

18. Poor progress Progression through Curriculum Content ` Depth and Breadth Independence Accuracy Consistency Range of Contexts Expectation Achievement

19. Poor progress Progression through Curriculum Content ` Depth and Breadth Independence Accuracy Consistency Range of Contexts Expectation Achievement

20. Assessing Progress KS1 Level 2b mathematics Currently in Y5 Weak times table knowledge Reliant on support to use multiplication and division to solve problems Have they made good progress? What would good progress next term look like?

21. Assessing Progress KS1 Level 2b in mathematics Currently in Y5 Knows times tables Fluent use of written methods Can use multiplication and division to solve problems Have they made good progress? What would good progress next term look like?

22. Reporting a professional judgement about the percentage making good progress Teachers Middle Leaders SLT HeadKS1 Lead Y1 Teacher Y2 Teacher KS2 Lead Y3 – 6 Teacher 80% making good progress 20% not … These pupils These issues These actions This expected impact Consistency of progress judgement

23. LA Key Performance Indicator: Good Progress %Good Progress: How many pupils are meeting the expectations set for them. Their curriculum and provision is appropriately challenging and they are deepening their understanding of the majority of the learning outcomes they have covered?

24. More year groups? Year 4? Key Stage 3?

25. Key Stage 4 Predicted Attainment 8 Predicted Progress 8 Predicted %Expected attainment in English and Maths Assessments are predictable for 2016 Progress 8 coefficients will change once 2015 data is available, and when 2016 is published.

26. Next steps June 2016Consult on proposed model for monitoring attainment and progress July 2017Finalise specification Sept 2017Develop and support a model for moderating schools judgement of expected attainment and good progress