Where do we go from here?

The Heights Federation Curriculum Information Evening for Parents Wednesday 30th September 2015

What does assessment mean to

you?

Underpinning principles for assessment

1. Assessment is at the heart of all teaching and learning.2. Assessment is fair and is inclusive of all abilities.3. Assessment is honest.4. Assessment is ambitious and sets high expectations

for learners.5. Assessment is appropriate.6. Assessment is consistent.7. Assessment outcomes provide meaningful and

understandable information.8. Assessment feedback should inspire greater effort and

belief that, through hard work and practice, more can be achieved.

Assessment in schoolAssessment for learning is integral to high quality teaching and

learning. It helps us to ensure that our teaching is appropriate and that all learners are making expected progress.

Assessment must help to inform us of next steps in learning.Good quality marking and feedback are at the heart of

assessment as this informs us in our teaching.Marking and feedback should be an on-going dialogue between

teachers and children. Marking should be to a clear set of criteria which the children

understand so they are able to be part of the assessment process.

The use of teacher, peer and self assessment are all valuable tools to use for assessment alongside questioning and use of more formal tests

Where were we? Where are we now?

Arrangements up to July 2014

New arrangements

National Curriculum set out in level descriptors (Level 1-5)

Expectation that pupils attain a level 4b by the end of Year 6

Expectation that pupils attain level 2b by end of Year 2

External tests for KS2 except in writing

Teacher assessment at end of KS1 Use of APS to show progress and

attainment Value added defined by progress

from end of KS1 to end of KS2 No national assessment system for

baseline but EYFS profile expected to be completed by end of FS2

National curriculum set out as year group expectations for Maths and Science and in 2 year groups for English and other subjects

Expectation that 85% of pupils attain the expectations in English, Maths and Science by the end of KS2

Year group expectations to be met by end of KS1

External tests for KS2 in reading, maths and SPAG and a growing number of pupils tested in Science. Teacher assessment for writing.

Teacher assessment remains in KS1 but annual test available for reading, maths and SPAG.

Schools asked to develop own tracking systems to show progress

Value added to be defined as progress between entry into reception and KS2 results

New baseline assessment system to be introduced in 2016 (non statutory in 2015)for start of Reception

Not a ladders system Year 6 above Year 6 meeting Year 6 below Year 5 above Year 5 meeting Year 5 below Year 4 above Year 4 meeting Year 4 below Year 3 above Year 3 meeting Year 3 below Year 2 above Year 2 meeting Year 2 below Year 1 above Year 1 meeting Year 1 below

Year 6

Below

Meeting

Above

Year 5 Below Meeting

Above

Year 4 Below Meeting

Above

Year 3 Below Meeting

Above

Year 2 Below Meeting

Above

Year 1 Below Meeting

AboveThe new assessment system is not linear. Every child except those who are significantly below expectations (eg statemented children possibly) are expected to work on the expectations for their year group and catch up on any expectations not

met in the previous year.

Key pointsKeep assessment simple – APP too complex and

too time consumingFocus on whether children are meeting

expectations or notHigher expectations as a more demanding

curriculumSimplify methods – approach to calculations and

spelling mentioned explicitlyTesting – huge expectation that testing will be

more prominent across all age groups. Smarter system of testing for KS1 and KS2 with 100 being the pass mark (standardised testing)

Latest from OfstedInspectors will:Spend more time looking at a range of pupils’

work in order to consider what progress they are making in different areas of the curriculum

Talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and raises achievement

Evaluate how pupils are doing against age related expectations, as set in the new National Curriculum

Latest from Ofsted 2Inspectors will:Consider how the school uses assessment

information to identify pupils who are falling behind in their learning and need additional support to reach their full potential, including more able

Evaluate the way the school reports to parents on pupils’ progress and attainment

Assess whether reports help parents understand how their children are doing in relation to standard expectations.

What do we need to do?- What do Ofsted expect?Emphasis on regular on-going assessment

and high aspirations against the age related expectations.

Clear evidence of progress in pupils’ work in all subjects through marking, feedback and children’s responses.

Progress in English and Maths will draw on evidence from other subjects

What do the teachers know/do?

They know and understand the age related expectations for their own year group.

They give regular feedback to children and give the children time to respond to the comments in marking.

Federation Marking PolicySo… “Good quality marking and feedback are at the heart of assessment as this informs us in our teaching.”

Ofsted framework Jan 2015 Outstanding:Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning.Good: Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve.

The statements that follow for ‘meeting’ the expectations have been carefully constructed by looking at the objectives for each subject in each year within the National Curriculum.When it comes to considering the ‘exceeding’ statements, many aspects have been brought together. They are not just drawn from the next year group’s ‘meeting’ expectations. In essence, there are four main considerations. These are outlined below:Applying skills in the context of history, geography and science

In this respect, we are looking for the pupils’ ability to apply their knowledge in their learning in other subjects, especially, but not exclusively, history, geography and science.For example, using pupils’ knowledge of negative numbers to work out the time difference between a BC and a AD date.

A deeper level of reasoning The ‘exceeding’ statements require pupils to use their reasoning skills. This enables pupils to give reasons for opinions and actions, to draw inference and make deductions, to use precise language to explain their thinking and to make sound judgements and informed decisions.

Using the objectives in context

Pupils should be able to make use of their knowledge when applying it to their context. For example, considering the literacy or mathematics involved in their parents’ employment. If, for example, one parent was a postman, the mathematics required in Year 1 would be associated with ordering number but in Year 2 it might be associated with different weights of parcels, etc.

Drawing from next year’s objectives

Some of the ‘exceeding’ statements will touch upon the objectives in the next year group. Where this is happening it is where there is a natural link with the present year group’s objectives, for example, learning tables. More able pupils should find it interesting learning in the patterns associated with the nine times table in Year 3.

How are we now tracking progress?

1 2 3 4 5 6 7Below expectations- unable to access year group expectations

Working within expectations C- meeting 25% of the statements

Working within expectations B- meeting 50% of the statements

Working within expectations A- meeting 75% of the statements

Meeting all of the statements

ExceedingMeeting all of the expected statements and 50% of the exceeding statements

Exceeding +Meeting all of the expected statements and all of the exceeding statements

By using a 7 point system we are able to track progress across the year at key points like we used to do in our old ‘level’ system.

How will we code our new system?

We are currently developing an Excel Document similar to an integris mark book. Every teacher will be required to track the progress of all the pupils in their class every half term. SEN children will also be tracked on an additional Excel Document to show the progress that they are making within their relevant expectations.

E.g.

Child A Year 2 PupilNot able to access Year 2 objectives

On Excel document

2.1

On SEN Excel document

1. 4Child B Year 5 PupilNot able to access Year 5 objectives

5.1 1. 2

What does the ‘paperwork’ look like?

ExpectationsEvery child to meet .4 by the end of the school year3 points progress is the expected progress for an academic year, anymore than 3 points progress is deemed as exceeding expected progress.

.2 for 25% seems high to achieve but yet it is not as it stands for usually between 6-8 statements.

If a child is .1 you must consider the year group younger for that child and we would be expecting that child to be SEN. If in year 1 P levels must still be used.(Statement and provision mapping in place)

If a child is .7 it is important that you DO NOT consider the year group older for that child we would be expecting to see challenging activities to be put in place through planning, intervention and provision maps that show how that child’s knowledge and understanding is being DEEPENED not extended. (Apart from some exceptional cases in year 6)

What will the government share with parents? From a statutory perspective, parents are going to find out the results of their child’s end of key stage 2 test in 3 different formats from government. This is based on how their child has performed in relation to: Other children in the school Other children from the same region Nationally.

In the meantime before the children take the test at parent consultation evenings we should be discussing with parents…

Achievements Attainment and progress (in parent friendly terms) (your child is making expected, exceeding progress or extra interventions have been put in place to support your child to make expected progress by the end of the year)Attendance Targets and next steps Resources to help learningCurriculum coverage, activities and topicsEvidence of learning and learning journeys (in every year group, celebrating and sharing work books).

Any Questions?