1. Assessment – a new way forward!

2. The Old levelled systemFS 1c Y1
KS1
12 points progress 1b 1a 2c Y2 2b
Average year 2 child when they take their SATs 2a 3c Y3
KS2
6 points progress 3b 3a 4c
Y5/6 4b
Average year 6 child when they take their SATs Y6 4a 5c
Y6/7
KS3 5b 5a
Y6/7/8
Level 6

3. Heads Assessment Group
Group of head teachers working with representatives from the local Authority
Developed system for tracking on SIMs
LA producing next tier of assessment materials, e.g. numeracy baseline, literacy grids
Working with schools to trial systems during the year

4. Purpose of the work
To create a model for assessing and tracking pupil progress under the new national curriculum
To enable schools to compare performance
To be able to track progress from KS1 to KS3
To enable schools and the LA to examine the performance of pupils and make comparisons
To provide a possible common data language for transition between primary schools, and between primary and secondary schools
To allow the LA to continue to support schools through data provision and by ensuring the LA officers have a strong understanding of schools’ data
To attempt to act on a recommendation from the Education Commission

5. The Model
Assessment model needs to be simple and clear for teachers and parents
Should enable teachers and pupils to identify next steps in their work
Changed to Age Related Expectations
Should make transition into secondary school easier

6. developing the model. We Made a few changes along the way!!
Assessment and reporting was using the language of developing, securing and exceeding.
This has now been changed to Emerging, Developing and Secure.
The % banding has also changed to this;
Emerging 0-49% of the curriculum
Developing 50% +
Secure 85% +

7. Tracking and point scores
Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Code p1 NE ND NS RE RD RS 1E 1D 1S 2E 2D 2S 3E 3D 3S 4E 4D 4S 5E 5D 5S 6E 6D 6S
Point score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Ideally we would like pupils to make 3 points progress each year as they move through age criteria.
This is where you would hope Reception children would start
Tae out alternative code
School’s target is to get as many of the children secure in their age related expectations by the end of the year.

8. New reports to parents
You will receive a progress/attainment report three times a year.
The mid year reports will go.
You will still get a large report at the end of the year.

9. 1.30 means year 1 objectives, 30% achieved
Age related grade will be placed in here ie. 1D

10. What the school has used to inform their judgements on your children’s progress..
Rising star Assessment tests in reading, spelling, punctuation and grammar and the different areas of maths.
Assessment criteria drawn up by the assessment group and LA in reading, writing and maths.
Progress in pupils books
Teachers professional judgements.

11. KS2 Sats Reading test. 2 papers
Spelling, punctuation and grammar tests
2 papers.
Maths test. 3 papers. (The mental maths paper has gone)* pupils may benefit from using more formal methods of calculations
Writing is still teacher assessed and moderated by the local authority.

12. SATs KS2 Scaled score, no levels given.
They cannot, as of yet, give us an idea what these scaled scores will look like…
DFE:
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

13. DFE:
In the past, we have produced level 6 tests for pupils who can demonstrate attainment above level 5. There won’t be separate tests for the most able from Instead we are developing each test so that there is scope for higher attaining pupils to show their strengths.

14. SATs KS1 2 reading papers. Grammar punctuation and spelling test
2 maths papers
Marked internally this year.
No level given, but a raw score that will then be turned into a scaled score by the school, details not yet available.
working towards the expected standard
working at the expected standard
working at greater depth within the expected standard, or
a category for those pupils who do not meet the ‘working towards the expected standard’