Mick Walker - Key Changes to the National Curriculum accountability measures and Ofsted inspections

The National Conference on School Improvement - Mick Walker – Reclaiming assessment - 10 September 2015

Key changes to the National Curriculum, accountability measures and Ofsted

inspections


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Summary of reforms – Key Stage 1 and 2

A revised National Curriculum that is more than a shift in content…

• Fewer things in greater depth• Reflects the curricula in the most successful jurisdictions in the world• Clearer sequencing of content• Focus on ‘mastery’ - every child in a given year group understands fully each of the concepts

expressed in the curriculum before moving on

One Attainment target

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study.

• New more demanding assessments and revised accountability measures – attainment & progress• No more attainment levels


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The DfEWe believe this system is complicated and difficult to understand, especially for parents.It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do.(1) Other reasons include:• levels became a sole focus for teachers and children – sometimes demotivating - rather than a response to

the formative targets provided by the teacher; • levels encouraged undue pace in learning over and above a deeper mastery of curriculum content – a result

of the accountability system that encouraged schools to move pupils up through levels quickly, rather than securing knowledge in each subject area;

• a lack of clarity about what levels actually were other than a level 3 being better than a 2 – an over-simplified definition of achievement. As for level 3b!!!!!!!!!!!

• National Curriculum test levels are derived from a compensatory methodology; levels shed no light on a pupil’s actual strengths and weaknesses;

• whilst one pupil might ‘just scrape’ a particular level another on the same level had just missed the next level up.

Why remove levels?

Department for Education (2013). Assessing Without Levels [online]. Available: www.education.gov.uk/schools/ teachingandlearning/curriculum/nationalcurriculum2014/ a00225864/assessing-without-levels [18 September 2013]


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Accountability - Floor standards 2016

Attainment standardSchools will be above the floor if pupils make sufficient progress across all of reading, writing and mathematics or if more than 65% of them achieve the national standard in reading, writing and mathematics.

Progress standardSufficient progress will be calculated using as a value-added measure from KS1 to KS2. The precise level of ‘sufficient progress’ will not be set until the first new KS2 tests are sat in summer 2016.

http://www.education.gov.uk/schools/performance/fs_14/index.html




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• Schools eligible for intervention will be those which fall below a new ‘coasting’ level for 3 years.• To be deemed coasting, a primary school must fall below the coasting level for all three of the years 2014, 2015

and 2016. The draft regulations will apply for the first time in 2016.• At primary level, the definition will apply to those schools who have seen fewer than 85% of children achieving

an acceptable secondary-ready standard in reading, writing and maths over the course of 3 years, and who have seen insufficient pupil progress.

• For 2014 and 2015 a school will fall below the coasting level if fewer than 85% of its pupils achieve level 4 or above in reading, writing and mathematics and below the median percentage of pupils make expected progress.

• We propose a school will fall below the coasting standard in 2016 where fewer than 85% of pupils achieve the expected standard across reading, writing and mathematics and pupils do not make sufficient progress. The same progress measure will be used in both the floor and the coasting criteria, but a higher progress bar will be set for the coasting criteria.

• We will announce the exact levels of progress for both the floor and the coasting criteria once tests have been taken in 2016.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448151/Draft_coasting_regulations_-_explanatory_statement.pdfThe Education and Adoption Bill was considered by the House of Commons Public Bill Committee between 30 June and 14th of July 2015.

Accountability from 2016

Hundreds of ‘coasting’ schools to be transformed - DfE press release 30 June 2015


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448151/Draft_coasting_regulations_-_explanatory_statement.pdf



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Require schools to show:• in relation to each year group, the content of the curriculum for each academic subject;• for KS1, names of phonics or reading schemes;• for KS4, list of courses leading to GCSE qualifications.

‘This information is important for parents so that they know precisely what is taught and when, enabling them to support their children in their studies. It is also important information for parents when choosing new schools.’

(A criterion used by Ofsted in selecting schools for inspection without notice.)

Nick Gibb – letter to LAs/Trusts 27th October 2014 expressing concern that schools are not complying fully with arrangements.

The School Information (England) Regulations


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Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress. This will be reinforced by the revised focus of Ofsted inspections. Inspectors will:• spend more time looking at a range of pupil’s work in order to consider what progress they are

making;• talk to leaders about the school’s use of formative and summative assessment and how this improves

teaching and raises achievement;• evaluate how well pupils are doing against age-related expectations, as set out by the school and the

National Curriculum (where this applies);• consider how the school uses assessment information; • evaluate the way the school reports to parents on pupils’ progress and attainment. Inspectors will

assess whether reports help parents to understand how their children are doing in relation to the standards expected.

See: the Common Inspection Framework (CIF), the School Inspection Handbook – September 2015 – and Ofsted Inspections clarification for schools March 2015 (Dispelling the myths about Ofsted’s inspections).

Ofsted – (HMCI letter to schools July 2014)


Impact of the changes and challenges


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• the curriculum content needs to be detailed and clear• progress needs to be understood, articulated and evidenced• standards of performance need to be challenging, clearly articulated, universally understood, and

shared• professional development covering assessment should be targeted• transition needs more work…and…Trust in the profession needs to be re-established!

The impact…


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There are issues surrounding teacher assessment that have to do with potential bias, application of different, sometimes personal, assessment criteria, and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school. Sandra Johnson. A focus on teacher assessment reliability in GCSE and GCE, Report for Ofqual 2011

However, inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1. In infant schools, for example, children are more likely to be assessed as reaching, or exceeding, the standards expected for their age than they are in all-through primary schools. Moreover, uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment. For these reasons, I urge government to consider a return to external assessment at the end of Key Stage 1. HMCI Annual Report 2012/13

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time. There is a worrying lack of trust in individual teacher-based assessment, which emanates from within the profession itself. The NAHT Commission on Assessment (February 2014):

The challenge…


Determining progression

Age 5 Age 7 Age 11 Age 16 Age 18

Baseline assessment

KS1 assessment

KS2 assessment

GCSE assessment

GCE assessment

Expected standard

?

? (L2b)

?(L4b)

?G5

?A*

© Mick Walker April14


A design and technology experience…


Early responses - beware mad numbers! Meaning must be added - be careful when comparing two numbers that come from different contexts.

3

Red

14

92

Green

EmergingFruit


So where’s the opportunity?Assessment as the pivotal point of

teaching and learning


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• Making assessment about teaching and learning

• Improved teacher subject knowledge

• Quality assured assessments

• Better skilled teachers with assessment expertise…

• Trust in the profession

The opportunity


Teaching, learning and assessment

It’s not just about getting the right assessment tool for the job...


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• Does the product support the school’s policy on assessment?

• To what extent will the assessment tool support delivery of that policy?

• Is the assessment approach implied by the assessment tool credible?

• Does the tool provide good value?

The Commission on Assessment Without Levels: Evaluating external systems (July 2015 v September 2015?)Are teachers equipped to use the tools?

Finding the right solution


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• that puts the curriculum to the for;

• that provides a structured focus for assessment;

• provides a curriculum and assessment framework;

• places assessment as integral to teaching and learning; and

• most importantly, places children’s learning as paramount

But it won’t just happen…

A viable solution

The National Conference on School Improvement - Mick Walker – Reclaiming assessment - 10 Sept 2015

National and school curriculum - measuring and recording progress across key stages – NAHT assessment model

Content for the year is taken from the school’s curriculum, for example the New National Curriculum (NNC) or developed locally

Any gaps between the school curriculum and the NNC should be considered

The curriculum content will reflect the entire year’s delivery and align with provision in other years

Term one

The content here is driven by the topic or theme used to deliver the curriculum and provide assessment opportunities

Term two

Again, the content is driven by the theme used to deliver the curriculum

Term three

Again, the content is driven by the topic or theme. At the end of the year, the entire curriculum for that year will have been covered

Assessment criteria are taken from the NNC

Key Performance Indicators (KPIs) describe a group of individual criteria or the key concepts or ‘big ideas’

Separate KPIs and national curriculum expectations make up the end of year Performance Standards (PS), that is the expected performance at the end of the year

An individual pupil’s work can be kept to demonstrate attainment against the KPI and PS. This can be known as the exemplification of performance. This work should be annotated to highlight the achievement

From individual pupil’s work the school can create a standards file showing achievement in all subjects at each level. This will create a benchmark for assessment purposes in future years

The standards file can be used as and when necessary to take part in cross school standardisation activities, when the standards can be compared, agreed or altered accordingly and used for moderation procedures

Term one

KPIs clearly stated for each topic or theme

Term two


Term three



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Selecting KPIs – extract from the year 1 programme of studyReading – word reading (statutory requirements) Pupils should be taught to: • apply phonic knowledge and skills as the route to decode words • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+

phonemes, including, where applicable, alternative sounds for graphemes • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught • read common exception words, noting unusual correspondences between spelling and sound and

where these occur in the word • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings • read other words of more than one syllable that contain taught GPCs • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe

represents the omitted letter(s) • read aloud accurately books that are consistent with their developing phonic knowledge and that do

not require them to use other strategies to work out words • re-read these books to build up their fluency and confidence in word reading.


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Selecting KPIs – extract from the year 1 programme of studyReading – word reading (statutory requirements) Pupils should be taught to: • apply phonic knowledge and skills as the route to decode words • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+

phonemes, including, where applicable, alternative sounds for graphemes • read accurately by blending sounds in unfamiliar words containing GPCs that have been

taught • read common exception words, noting unusual correspondences between spelling and sound and

where these occur in the word • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings • read other words of more than one syllable that contain taught GPCs • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents

the omitted letter(s) • read aloud accurately books that are consistent with their developing phonic knowledge and

that do not require them to use other strategies to work out words • re-read these books to build up their fluency and confidence in word reading.

The National Conference on School Improvement - Mick Walker – Reclaiming assessment - 10 Sept 2015

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National and school curriculum - measuring and recording progress across key stages – NAHT assessment modelKey performance indicators

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Reads accurately by blending sounds in unfamiliar words. Reads common exception words. Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Develops pleasure in reading, motivation to read, vocabulary and understanding by:

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently;

With reference to the KPIs: By the end of Y1 a child should be able to read all common graphemes and be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to the level of word reading knowledge. A child should be able to read many common words containing GPCs taught so far, such as shout, hand, stop, or dream, without needing to blend the sounds out loud first. Reading of common exception words, such as you, could, many, or people, should be secure meaning a child can read them easily and automatically. A child can read words with suffixes with support to build on the root words that can be read already.

Performance standard


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Using KPIs

Extract from a year 1 descriptive report

Nina

Nina has performed very well in school this year. She has settled quickly into a learning routine and regularly performs beyond the levels we would expect of someone of this age.

She reads fluently and accurately, from a range of texts, including both poetry and prose. Nina spells accurately and applies the rules of spelling that she has been taught. She forms letters accurately and legibly. She can also write in simple sentences accurately, using the basic punctuation marks.

Next year I would like her to extend the range of the books she reads, perhaps choosing one or two that would not normally appeal to her, especially the non-fiction texts.


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Recording performance using KPIs


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Standardisation

• Standardisation is the procedure that ensures that all assessors involved in the assessment of pupils’ performances do so accurately and consistently.

• Standardisation establishes a common standard of marking linked to the standard set for the work being assessed that helps maintain quality of marking.

• Assessments need to be standardised, administered, fixed in their scope and level of difficulty and marked consistently.

• The procedure is carried out before anyone assesses a piece of work.• The procedure is managed by someone who is confident in applying the standard. In external summative

tests, this would be carried out by the senior examiner or even electronically.


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Moderation

• Moderation is the process through which an assessment is monitored within an institution, or across institutions, to ensure that the assessment is reliable, fair and consistent with required standards

• The moderator takes samples of other assessors’ work during the assessment process and feeds back to the assessor: accurate, harsh, lenient, inconsistent. This allows for the assessments to be standardised across a team of assessors.

• Once assessments have been standardised, moderated and agreed internally, representative samples can be entered into a standards file. This can be used for future reference to help in standardisation procedures.


Using the framework – NAHT exemplification

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• The curriculum is key • Clearly agreed and articulated progress

• Assessment needs to be robust – what, why, when, how, reporting results; and

“Don’t assess everything that moves, just the key concepts”

(Tim Oates)

• KPIs and Performance Standards

• Standardisation, moderation and exemplification of performance standards

• Reporting

• Challenge it!

Using the framework


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NAHT Assessment Commission – February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 – September 2015?)

NAHT courses - ‘NAHT's assessment framework: good practice in a world without levels’ see: http://www.naht.org.uk/welcome/naht-events/courses-list/nahts-assessment-framework/

The Chartered Institute of Educational Assessors (CIEA) – Excellence in Assessment (Schools): an accreditation of the procedures, processes and systems that schools and academies have in place to manage and implement assessment. As an accreditation process rather than an inspection, the assessor will act as an enabler, helping to audit what exists already in the school and evolving what is needed to reach the required standard. http://ciea.org.uk/training/excellence-assessment-schools/ [email protected]

Communities of professional practice


http://www.naht.org.uk/welcome/naht-events/courses-list/nahts-assessment-framework/

http://www.naht.org.uk/welcome/naht-events/courses-list/nahts-assessment-framework/

http://ciea.org.uk/training/excellence-assessment-schools/



mailto:[email protected]

In conclusion…

There is unprecedented change – and not all bad. The removal of levels has made folk think; but

• don’t re-invent levels;• re-visit or determine your school’s principles for the curriculum and assessment framework;• publish it;• get the right CPD;• be measured - don’t rush into ‘glossy’, familiar looking solutions.

Above all, grab the opportunity - be bold, make assessment integral to teaching and learning - and work hard to build the status of teacher assessment.


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NAHT Assessment Framework KPIs to fit your school's objectives

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Student Tracker• Know every child’s strengths and weaknesses to

make a real difference• Support those who need intervention and

develop those on track. • No more confusing levels, children are either

where they should be or not


Thank you for listening!
