Aston Rowant C of E School

Assessment Information EveningMarch 2nd 2016

New Curriculum Sept 2014• New more challenging curriculum introduced Sept 2014.• As part of the reforms to the national curriculum, the system of

‘levels’ used to report children’s attainment and progress was removed from September 2014 and will not be replaced. By removing levels teachers gain greater flexibility in the way that we plan and assess pupils’ learning. Schools are given a greater autonomy in how this is done.• However, there are government requirements which state that a

school’s curriculum must include an assessment system which enables teachers to check what pupils have learned in each lesson and whether they are on track to meet expectations at the end of the key stage.

How do we assess children’s learning everyday at Aston Rowant?

• We have been assessing against the Government’s age related targets since Sept 2014 with the expectation that all children meet each objective.

• We use our medium and long term planning overviews to assess each child against each lesson’s success criteria.

• Each child has personalised targets to work towards the standard. We are currently updating them for this term.

• We keep records to show which children met the expectation with support, independently or with a greater depth of understanding. This is then fed back into our lesson planning.

• At the end of each term we then track which children have met each objective. Given that all objectives should be met by the end of the year the bar is very high.

• We also have assessment week each term where we use Reading and Maths tests to assess progress.

How does this inform our whole School Development Plan?

• I am current tracking individuals and groups of children termly to identify trends.• The Government’s floor standard for whole school attainment

at the end of Key stage 2 is 65% .• This means that we need to have at least 65% of children

achieving the national standard across all Writing. Reading. SPaG and Maths.• Given that we have very small cohorts each child’s

percentage weighting is very high for us so it’s important for us as a school to identify children early if they are not on track to meet the standard.

So what happens in class if children are working above or below the

standard?• Children who do not meet a lesson objective are supported in a

variety of ways: Teacher input, TA intervention, Homework and/or within our planning.• For children who are already working securely within the targets,

we use new government planning documents for creating deeper understanding. These include examples of questions to plan for children who are on track or above so as they are challenged within the age related targets. We also expect the children to ‘prove’ their knowledge by using and applying the understanding of the targets within different contexts. • Most children need support to achieve all of the age related

targets as the expectation is so high.

What can I do to support the school and my child at home?

• Times tables practise is so important. The government are trialling a times tables test which may be introduced 2017 at KS2. If the children don’t know all of their tables by the end of Year 4 they really struggle with the Yr5/6 Maths curriculum.

• Giving your child a wide repertoire of books to read and talk about characters, settings story lines. Being able to compare books with similar storylines or styles is important.

• Homework tasks may be bespoke, please don’t discuss homework with other parents. Teachers will decide how best to keep children on track so please talk to us if you have any concerns.

• Parents evening conversations with the teacher will give you an idea about something specific you could work on at home

• Please let us do our job. We absolutely have each child’s progress mapped/tagged/flagged!! No children are missed or left to coast. We have to be accountable for every child and Ofsted will check this.

• The age related targets are on the website should you need a blank copy.

EYFS Baseline AssessmentsThe Department for Education (DfE) has introduced a baseline assessment in reception year, to improve how they measure primary schools’ progress. (This may not continue)

In 2022 the DfE will then use whichever measure shows the most progress: either our reception baseline to key stage 2 results, or our key stage 1 results to key stage 2 results. From September 2016 primary schools will only be able to use reception baseline to key stage 2 results to measure progress. It is good practice to carry out a baseline on entry so we will continue to do this on entry to EYFS even if it isn’t statutory.

New Arrangements for End of Key Stage SATs Tests

• Key Stage 1• Not a great deal of change. Teachers will have the whole

of May to administer tests. • Reading: All children will now need to complete 2

reading tests regardless of ability.• A SPaG test has been introduced at KS1• Maths remains the same.

Key Stage 2 SATs w/c May 9th

The tests are timetabled and we can’t change when we sit the tests.

•Maths reasoning:• 2 reasoning papers: • On Saturday Lara read 2/5 of her book. On Sunday she read the other 90 pages

to finish the book. How many pages are there in Lara’s book? How do you know?• The area of a rugby pitch is 6,108 square metres. A football pitch measures 112

metres long and 82 metres wide. How much larger is the area of the football pitch than the area of the rugby pitch? How do you know?

• At a higher level, children are expected to understand a maths problem that has an answer and give reasons why the answer is correct or incorrect. They must also explain in writing how they work it out.

Maths Calculationand • 1 calculation paper at KS2. These are mostly written

calculations e.g.• 3/4 ÷ 2 =• 3/4 + 7/8 =Test papers will include some questions that meet children who are developing mastery in greater depth (old level 6). There will be questions where the answer is already given and children have to write a paragraph explaining why the answer is correct or incorrect. These will be 3mark questions which have not been included before

Writing:• There are no end of key stage tests for writing. The standard will

be awarded on a TA basis. We are currently assessing 5 ‘big writes’ in a term and the children’s writing across the whole curriculum. This is assessing against the age related targets. The criteria is REALLY high for secure. ALL Yr5/6 spellings must be spelt accurately. ALL handwriting must be joined and fluent. The use of accurate clauses and adverbials must be evident. I feel that the old Level 5 standard is now similar to the expectation for 'secure'.

Reading There will be 1 Reading Booklet and answer paper: Mostly comprehension. Fewer questions about authors choice of vocab or technique. Children are now expected to compare fiction texts and draw on their own reading repertoire to inform comparisons. Children have a lot more to read in the time given.

SPaG.• The test remains the same. • Tick one box to show which part of the sentence is a relative clause.

e.g.The table, which is made of oak, is now black with age. e.g. My baby brother was born in the hospital where my father works. Is the underlines a prepositional phrase, a relative clause, a main clause or a noun phrase ?

Science:

• Schools will receive sampling papers to be used as assessments during SAT's week. OCC is part of a sampling initiative so we could be one of those schools. Science may be assessed at end of KS2 from 2017. The DfE are currently thinking that there will be 3 tests: Biology, Chemistry and Physics but this is not a definite at this stage.

How will the results be reported?• The criteria is very high for 'securely' meeting the

expectation. Teachers are expected submit teacher assessments by the end of June 2016. These show whether children have met this criteria or not.• SAT's results will be reported to schools and parents in

the same way. Scores from Maths tests will be on a sliding scale with 100 being identification that the expectation has been securely met. • Children that have a deeper understanding in Maths

may have a score higher than 100

What will the results look like?Scaled Scores

• On a scaled score in Maths, 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) year on year. We can’t give full information about what the scale will look like yet. We need to wait until pupils have taken the tests and the tests have been marked before The Standards and Testing Agency can set the national standard and the rest of the scale. The scale cannot 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 the scale was set using data from pupils that had studied the old national curriculum, it is likely it would be incorrect. We do know the scale will have a lower end point below 100 and an upper end point above 100. Once the national standard is set, the STA will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. This will be published after the first tests have been administered

What will I get ?Key stage 2 test results?

School results will be published for KS2 tests on the NCA tools website in July 2016. Each pupil will receive their own confidential results:• a raw score (number of raw marks awarded)• a scaled score (Maths)• confirmation of whether or not they attained the national standard• In the past, level 6 tests have been produced for pupils who can

demonstrate attainment above the national expectation. There won’t be separate tests for the most able from 2016. Instead, each test is developed so that there is scope for higher attaining pupils to show their strengths.