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Assessment and Tracking Evening. Foundation Stage 2 & Key Stage 1. Aims and purpose of the evening. Provide an overview of how children are assessed from FS2 to Year 2. Understand what these assessments mean in terms of points, levels, sub levels, attainment and progress for each individual.
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Assessment and Tracking Evening Foundation Stage 2 & Key Stage 1
Aims and purpose of the evening Provide an overview of how children are assessed from FS2 to Year 2. Understand what these assessments mean in terms of points, levels, sub levels, attainment and progress for each individual. Put the school’s performance, in terms of achievement and progress, into the national context. Provide information to support discussions about your individual child at parent/teacher liaison evenings.
What is assessment all about? • Takes on many different forms. • Informing the teacher of where each child is at. • Tracking individual children. • Identifying those who are off track early and planning intervention to respond to this. • Identifying those who are making accelerated progress and ensuring the teaching and learning responds to this.
Starting school • Observations to complete a baseline assessment. This is called the Early Years Foundation Stage Profile (EYFSP). • Scale points from 1 to 9 across 13 different areas. • ‘Average’ child to achieve point 6 by the end of FS2. • Observations are on-going throughout the year and formal recording of these takes place three times during the year. • Judgements are used to inform planning and targets to achieve the next steps are shared with parents in September, February and June.
Key Stage 1 – Year 1 • Profile scores are shared with Year 1 teachers and used to provide continuity of learning. • Observations continue and are used to inform the judgements made alongside more formal work and use of APP grids. • Levels are entered on to the school tracker and progress monitored throughout the year. • Judgements are used to inform planning and targets to achieve the next step are shared with parents in November, March and June. • ‘Average’ child at the end of Year 1 is a level 1B but we aim to achieve a 1A. • Predicted Year 2 SATs levels are made during the autumn term. • Each individual has their own targets based on expected progress from their starting points
Key Stage 1 – Year 2 • Year 1 levels are shared with Year 2 teachers and used to provide continuity of learning. • On-going assessments, use of APP grids and formal assessments are used to inform planning and target progress. • Levels are entered on to the school tracker and progress monitored throughout the year. • Teachers identify those who are off track and plan intervention to respond to this. • Children who are making accelerated progress are also targeted and teaching and learning responds to this. • Assessment information and targets are shared with parents in November, March and June. • In May, teacher assessments are combined with formal tests (SATs) to make a level judgement, which are compared nationally. • Average’ child at the end of Year 2 is a level 2B.
Understanding the FS2 points The range of points are 0 – 9 Points 0 – 3 must be achieved first 9 8 7 6 5 4 3 2 1 0 Progression
Understanding the levels The range of levels are 1 – 3 Split the level down – C,B,A For example: 2C (lower level 2) 2B (secure level 2) 2A (higher level 2) 3 3 2 2 2 1 1 1 B C A B C A B C Progression
Understanding the levels • Attainment only makes sense when linked to individual progress. • Ambitious target setting for improved progress.
Target setting • Pupil Progress Reviews every term. • Targets based on each child’s needs. • Drives our allocation of resources.
How can you support your child? • Knowing what their targets are. • Supporting them with their learning logs and reading. • Supporting the development of essential maths skills. • Celebrating their individual achievements. • Keeping the balance.
Key areas we are working on to improve achievement and progress • Securing and extending level 3 attainment in all areas. • Developing confidence in using and applying techniques in maths. • Extending performance in writing.
