Presentation on theme: "Curriculum 2014 Not statutory for academies Raises expectations across all year groups Years 2 and 6 will be tested under the old arrangements in 2015."— Presentation transcript:
Curriculum 2014 Not statutory for academies Raises expectations across all year groups Years 2 and 6 will be tested under the old arrangements in 2015 Current Years 1 and 5 tested against new programmes of study in 2016 Old levels e.g. 2b and 4c do not transfer across to the new system There are no new levels and schools are expected to develop their own assessment systems
LevelAPS Year 11a /2c11 / 13 Year 22b15 Year 32a / 3c17 / 19 Year 43b21 Year 53a / 4c23 / 25 Year 64b27 ‘Old’ Levels and Average Point Scores These levels must be reported to parents of children in Years 2 and 6 in the summer of this year
Assessment Against the New Curriculum There are no levels - children are assessed against the expectations of their age group Children will be assessed as ‘entering’, developing’ or ‘secure’ within their year group More able children will not be taught the programmes of study for the next year group but instead will cover the curriculum in more ‘breadth and depth’ – this is referred to as ‘mastery’ Only children who are ‘gifted or talented’ in a specific area should be taught the curriculum for the following year group Children who have not become ‘secure’ within a year group will continue to follow the curriculum of a lower year
Tracking points have been attached to each stage and could be used to work out average points for different groups of children. Progress may also be shown in percentages of children who are ‘secure’ etc.
Reporting Progress and Attainment There have been no decisions made yet by the DfE as to how pupil attainment will be reported at KS1 or 2 for 2016 For KS2 there is some indication that children may be ranked as above or below 100 with 100 being the expected level of attainment The terminology to be used nationally when reporting has not yet been agreed
Reception Baseline Assessment From 2016 a new baseline assessment will be used to assess progress across the primary phase Schools may choose to be involved from September 2015 All SNOMAC schools have signed up for a 2015 start Several different providers are available All SNOMAC schools will use the same provider i.e. Early Excellence Scores will be collected for each child following the assessment, but will not be used to track individual pupil progress When pupils reach the end of key stage 2, the reception baseline score will be used to calculate how much progress they have made compared to others with the same starting point
A school’s measure of progress will be the average progress made by its pupils From the 2016 reception cohort onwards, the reception baseline assessment will be the only measure used as the starting point for measuring progress to the end of key stage 2 Schools will be held to account at the end of key stage 2 by the attainment of their pupils and the progress they have made When pupils who have taken the reception baseline reach the end of key stage 2, their scores on the key stage 2 tests will be compared to other pupils who achieved the same score on the same reception baseline
This score comparison will be used for all pupils in a school, to produce the progress measure for the school. The reception baseline will allow funds to be allocated for low prior attainment, to primary and infant schools from 2016 This funding will help schools support pupils whose attainment was below the expected level before reception year
What happens if my child is not making expected progress? Children identified at Pupil Progress meetings and through regular professional discussion with class teachers. Quality First Teaching implemented If concerns persist the class teacher will create an Individual Provision Map (IPM) Catch up provision maybe provided and recorded on the IPM Parents invited in to a meeting to discuss targets and how they will be met. If progress remains a concern Interventions planned to raise the rate of progress.
What does my child do when they come out of class for an intervention? Teachers plan what support the children need in order to raise attainment. 3 trained TAs deliver the planned intervention programmes. Feedback is recorded in the form of traffic light system and relevant comments made. Interventions we use include : Rapid Read and Write, Phonic Catch up, Numicon, fine motor development,Springboard as well as personalised programmes for individuals.
What happens next? A meeting between professionals to discuss what happens next. Involvement of special services e.g. Education Psychologist. Dyslexia Pathways – helps to build up a picture over time. Sometimes leads to Dyslexia Decision meeting. Education Health Care Plans – when children need more than 25 hours support a week. All professionals involved in both health and education have input into the planned provision. Parents play an important part in the process.