Parents’ Information Evening Welcome

1. Parents’ Information EveningWelcome Thursday 1st October 2015 1. Assessment Changes 2. Home Learning *both school policies are on your chair

2. National Changes • No Levels Freedom for schools...... • New Curriculum New challenges...... • Age Related Expectations Higher expectations x 2

3. Martock Assessment Arrangements Developed by an SLT team before Easter, shared with staff, School Improvement Partner and Governors in the Summer Term.... • Emerging (0.1) • Developing (0.2) • Secure (0.3) • Exceeding and Extending (0.4)

4. How we teach Maths Kate Barrett • Follows the National Curriculum. • All strands in each year group are planned in across the year to ensure coverage. • Pre-teach assessment  plan  teach  mark  plan  teach  reassess • Children are taught in groups according to their ability to focus teaching and learning on their needs. • All children get opportunities for adult led learning and independent learning in every lesson. • Support and extension is put in place quickly during and across lessons. This means that grouping and fluid and will change day-to-day and week-to-week.

5. How we assess Maths • Every child has a ‘Rainbow Sheet’ stuck into the inside cover of their Maths book. • Judgements are made against each of the National Curriculum strands for every individual - marked and dated on the Rainbow Sheet. • Dates link to evidence in the book about whether the child is emerging, developing, secure or ‘exceeding and extending’ in each strand. • Judgements are made in a number of ways including: • evidence of independent work • observations in lessons • pre-teach assessments and corrections to this • work on purple challenges • observations made during opportunities for Maths Talk • end of unit/term quizzes • Maths work in other subjects (e.g. Science or Topic) • formal assessments (particularly in Y2 and Y6).

6. How we assess Literacy Kim Moffatt • Writing • Assessed using Rainbow sheets • Objectives for writing set from the New National Curriculum • Objectives found at the front of your child’s literacy book • Reading • Assessed each half term using a short test • In addition, teacher assessment to further inform these results. • Spelling and Grammar • Assessed each half term using a short spelling and grammar test • In addition, teacher assessment of all writing in literacy and cross curricular work

7. How we Measure Progress Mrs Nic Chesterton • Baseline assessments are made at the end of an academic year and passed onto the child's new teacher. • Teachers will use the Rainbow Sheets to inform their judgement alongside tests (Reading and SPaG) • Judgements will then be made by the teacher at the end of each term

8. As explained earlier, the judgements will be given using a decimal number: • Emerging (0.1) • Developing (0.2 • Secure (0.3) • Exceeding and Extending (0.4) • Each child will be given a judgement for maths, writing, reading and SPaG which can be compared to the previous judgement given.

9. ‘But my child is still secure’ • A secure child should remain secure (or better) throughout their time at Martock - this will show they are making expected progress. Some of these children may move into the Exceeding and Extending category. • Whilst the title of ‘secure’ remains the same, the child has ‘secured’ a greater percentage of the curriculum meaning the child is continuing to work at Martock’s expected rate. • E.g. A child will be secure on the 35% of the curriculum taught by Christmas, then secure on the 70% covered between September and Easter and so on…

10. Some children will finish a year on Exceeding and Extending and it is expected they will be that by the end of the next academic year, but to get there, they need to secure the new curriculum they are working within and will not be able to be given an overall Exceeding and Extending judgement until they have covered 100% of the new year’s curriculum. • For those children that find learning a little more difficult, they will work through emerging, developing and secure before moving onto the next year’s Rainbow Sheet. • This will happen at the rate the individual child is working at. • No year group’s curriculum will be missed, ensuring no gaps in their learning and understanding. • Children do not have to work through Exceeding and Extending – this judgement will only be given for a small minority of children.

11. Whole school progress • We measure: • Year groups as a whole • Groups (girls, boys, SEND, Disadvantaged etc.) • We look at the % of children working within each of these ‘categories’. • The % will be compared to the targets set during Pupil Progress Meetings (Summer of previous year) and for secure children will be expected to stay the same or rise. So if in July 2015, in Year 4, there were 87% of children who were secure in their maths by the end of 2016 there will be at least 87% of children who are still secure. • The % of children working at emerging or developing will get smaller as the year passes and children make accelerated progress and move into the category above. • The % of children working at Exceeding and Extending will hopefully increase, again as children make accelerated progress.

12. Progress for SEND children Ms Debbie White • A SEND child’s progress is continually monitored by their class teacher. • If a SEND child is finding it challenging to meet National Curriculum expectations then a more sensitive assessment tool is used which shows their ability in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’. • A SEND child maybe eligible for extra support with formal tests at the end of each key stage (i.e. SATS at the end of Year 2 and Year 6) • Pupils with SEND will be supported through an IPM (Individual Provision Map) which will be reviewed with parents’ involvement, every term and the plan for the next term made. The IPM sets clear, achievable targets for pupils to meet. • The progress of children with high level needs or an Education Healthcare Plan is formally reviewed at an Annual Review with all adults involved with the child’s education. • When needed we use other assessments, for example a Boxall Profile assessment to measure emotional and social wellbeing.

13. KS2 SATs (May 9th-12th 2016) Mr Aaron Harley Maths Reading SPaG Writing

14. KS1 Assessments May 2016 Mrs Kim Moffatt • Reading - (Two Papers) • (1) Incorporates both text and questions • (2) Reading paper with a separate question sheet for the children to write in • Greatest change will be that the texts are unrelated i.e. they do not follow a common theme • All children given the opportunity and encouraged to read and answer questions from both papers. • Writing • Assessed by class teacher using Rainbow Sheets • Incorporates objectives from the New National Curriculum • Grammar and Spelling (SPaG) • Grammar assessment using a booklet of approximately 18 -20 questions • Multiple choice or fill in the gap style format • Spelling assessment by the child filling in the word left out when the teacher reads a sentence • Maths (Two Papers) • (1) Arithmetic, including 25 addition, subtraction, multiplication, division and fractions calculations • (2) Mathematical reasoning, including 5 aural questions and written format problem solving.

15. New Baseline Assessments (YR) Miss Lisa Creek

16. Summary and Questions Liz Wilson-Chalon Are you happy that you have the information you need about what Martock’s Assessment process will this look like: • For your child in class? • At Parents Evenings? • In your child’s books? • In your child’s Summer Report?

17. Home Learning Mrs Nic Chesterton Why we believe it is important.... What Topic Projects (once a term) might look like..... Kate Barrett Maths homework Kim Moffatt • Reading • Children should be encouraged to read with an adult 5 times a week • If your child is reading Accelerated Reading books, ask your child questions about what they have read • Children need to enjoy books and text wherever they find it • Please read to and with your children as much as possible whatever age they are • Spelling • Huge national focus, and our children at Martock are not exempt • Importance of spelling accurately and learning to care and be proud of their spelling ability • Home learning – either in the form of phonics or Common Exception Words (‘tricky’ words) Debbie White Some useful strategies to try at home....

18. Any Questions? Thank you for coming!