EYFSP, Ks1 and Ks2 assessment overview 2012 - 2013

1. EYFSP, Ks1 and Ks2 assessment overview 2012 - 2013 Alison Philipson Dulcie Leach

2. Aims To update senior managers, particularly if they are new to role, on statutory guidance and requirements for assessment at end KS1 and KS2 To ensure all senior managers are aware of how to apply for KS2 access arrangements for EAL and other pupils • Identify key documents and how to use them • Clarify 2013 changes • Give an overview of access arrangements • Give an overview of monitoring and moderation arrangements for 2013 • Discuss day to day organisation of tests • Discuss implications for changes in practice • Give latest EYFSP update and revised assessment descriptors

3. EYFSP- latest update and revised assessment descriptors

4. KS1 assessment overview

5. Assessment and Reporting Arrangements KS1 2013 • All Y2 teachers need to have a copy of the ARA for 2013 – was sent into schools in October • It sets out the statutory responsibilities of those involved in assessment and reporting for KS1 • No new tests and tasks are available this year. Schools should have ordered sufficient copies of the 2007 or 2009 tests (note that there can be flexibility about which year’s tests can be administered but the writing tasks and the spelling test must be from the same year) • Teacher assessment is the main focus for end of KS1 assessment and reporting, and is carried out as part of teaching and learning – based on knowledge of how a child has performed over time and across a range of contexts

6. What do teachers have to assess ? At the end of KS1, teachers have to summarise their judgement for each eligible child and determine : • a level for reading, writing, speaking and listening • an overall subject level for mathematics • a level for each attainment target in science • Tests and tasks must be administered to all eligible children who are working at L1 or above and should be used to inform the final teacher assessment judgement • P scales should be reported for children with special educational needs who are working below L1 (w) – P scales are not to be used to assess children with English as an additional language unless they have additional special educational needs • Code used to report teacher assessment for a child working below level 1 who does not have a special educational need has changed from EAL to NOTSEN • If teacher assessment and task and test results differ, the teacher assessment results should be reported

7. Using Assessing Pupil Progress(or similar) It is strongly recommended that teachers use formative assessment materials to support assessment of reading, writing and mathematics – • Regularly review the full range of evidence (written (independent), spoken and observed) for each assessment focus • An assessment focus should only be highlighted if the teacher feels the pupil has demonstrated secure understanding in a range of contexts • Teachers select the appropriate ‘level boundary’ and arrive at judgements • Undertake in-school and across LAP moderation with colleagues – reading and maths ?

8. Getting ready for the task and tests • Choosing which tasks and tests to use • How many tasks and tests should be used? • Reading task – use with as many children as possible • Assessing children working towards L1 – optional use of tasks in reading, writing and maths

9. Children working at level 1 or above but who are unable to access the tasks and tests – should be assessed solely on the work completed in class throughout the year Procedures for providing notification of these children – • Discussion with teachers and parents • Consults educational psychologists or other specialist staff • Consult LA • Write a report

10. Access arrangements • Access arrangements– further information is available from www.education.gov.uk/contactus

11. Children who may need access arrangements Children – • with statement of SEN • at School Action or School Action Plus • with a disability that does not give rise to a special educational need but requires alternative access arrangements • who are unable to sit and work at a task or test for a sustained period • for whom English is an additional language with limited fluency Access arrangements should match the support the children receive in school

12. Children for whom school is unable to make a teacher assessment • Long period of illness – record as A • Late arrival in school in the summer term –record as A or if pupil does not speak English record as w for speaking and listening, reading and writing and D for maths and science • Pupils physically unable to write – record as D for writing for teacher assessment • Report should be sent to parents or carers, governors and LA • Children not going on to KS2 PoS in the following year – do not report KS1 assessments • Pupils at PRUs who are still on the register of their home school need to be assessed and the results reported by the home school

13. Reporting and using results • Reporting and using results – ARA • Date for reporting results of teacher assessment is not yet finalised – usually towards end of June

14. KS1 moderation • This is an educational model designed to ensure that teachers professional judgements are in line with national standards so that they can apply these judgements when making their assessments • Moderation focuses on training teachers in how to make accurate assessments, practising assessing and moderating using exemplar material, undertaking sample moderation for their own class to set benchmarks i.e. high, medium, low, hard to assess, where task/test outcome differ

15. KS1 moderation (continued) • Statutory obligation to moderate KS1 assessment judgements in 25% schools each year – this also includes moderation of schools where SIP or SIO have concerns about standards and accuracy of assessment in KS1 • Priority 1 schools and schools with entirely new Y2 teams are also moderated • Quality assurance model – teacher assessment judgements need to be seen as robust and rigorous • Moderation process - supportive process • If schools are to be moderated they cannot report assessment results to the LA until after the moderator’s visit • Reciprocal appeals process is in place with Education Leeds

16. KS1 moderation (continued) Schools will be invited to send Y2 teachers to a moderation meeting in the Spring term to meet with moderator and complete planning form for in-school moderation visit. Teachers will be asked to bring sample of writing from each class for three pupils to be moderated at this meeting. Writing will only be moderated in school if school requests or there were issues with accuracy of levelling at the moderation meeting.

17. KS1 Moderation (continued) • The moderation process is supported by Y2/Y3 moderation workshops for all schools that cover reading, writing and maths. Schools are invited to send at least one Y2 and one Y3 teacher to these workshops • Y2 and Y3 teachers should also be working together in school to moderate samples of work for maths, reading and writing – writing exemplification on CD

18. Y2/Y3 moderation workshops 12.10.12 a.m. Future House, Bradford 27.11.12 a.m. The Innovation Centre, Keighley 28.02.13 p.m. Future House, Bradford 06.03.13 p.m. The Innovation Centre, Keighley 16.04.13 a.m. The Innovation Centre, Bradford 08.05.13 a.m. The Innovation Centre, Keighley 20.05.13 a.m. Future House, Bradford 21.05.13 a.m. Future House, Bradford

19. KS2 assessment overview

20. Assessment and reporting arrangements KS2 2012 • All schools should have had one copy of the ARA for 2013 – was sent into schools in October • Responsibilities of Headteachers and teachers are set out in the Introduction to the ARA • School will receive a copy of the test administrators’ guide in April 2013. It will also be published along with the modified test administrator’ guide on the Department’s website at www.education.gov.uk/ks2 in March 2013

21. Key dates – p. 7 • Test week is w/c 13th May, 2013 • There will be no English writing test as this has been replaced with the new English grammar, punctuation and spelling test • There will be no Science sampling tests in 2013. In 2014, a new biennial pupil-level sampling system will be introduced • Level 6 tests will take place on the same days as the level 3 – 5 tests

22. THE BIG CHANGES FOR 2012 ! How did it go ?

23. The level 6 tests • Schools may administer optional level 6 tests in English reading, writing and maths to children who are already demonstrating attainment above level 5 • The test will be available to download from the Test orders section of NCA tools from the end of February 2012 • Completed writing test scripts should be marked internally and reading and maths scripts be marked externally • To be awarded an overall level 6 in a subject, a child must achieve both a level 5 in the end of Key Stage 2 test and pass the level 6 test for that subject • Refer to the 2011 and 2012 level 6 test papers in order to inform your assessment of whether to enter children for the tests (available on the test orders section of NCA tools) Level 6 equates to grade C at G.C.S.E.

24. Level 6 in Literacy/Mathsat primary school ?(half day sessions for each subject) 01.10.12 Future House, Bradford 23.11.12 The Innovation Centre, Bradford 26.11.12 The Innovation Centre, Keighley Optional workshop for those who attended the training – 14.03.13 Future House, Bradford

25. Writing composition is now only subject to teacher assessment and not tested

26. KS2 moderation • For a sample of schools, teacher assessment judgements in English and writing were subject to external moderation on a non-statutory basis • Moderation visits considered ordinary work produced across Year 6. Schools were not expected to produce any additional work or compile portfolios for moderation

27. KS2 moderation feedback – key points • Document

28. Key questions . . .

29. Independent writing Do teachers give children lots of opportunity to write independently ?

30. Cross-curricular writing Do teachers give children lots of opportunity to write independently in other areas of the curriculum ?

31. Text Types Guidance and Progression Papers Do teachers use these to support them with knowing what progression looks like within a genre ? (on CD)

32. Writing exemplification Do teachers know what a level 4, 5 and 6 piece of writing looks like ? (on CD)

33. Y6 writing moderation workshops 28.11.12 a.m. Future House, Bradford 23.01.13 a.m.The Innovation Centre, Bradford 14.02.13 a.m. The Innovation Centre, Keighley 27.03.13 p.m. Future House, Bradford 13.05.13 p.m. The Innovation Centre, Keighley Optional follow-on moderation workshops 27.3.13 - 4.00 – 6.00 p.m. – Future House (for those who attended the first 3 dates) 13.6.13 – 4.00 – 6.00 p.m. – Future House (for those who attended the last 2 dates)

34. THE BIG CHANGES FOR 2013 ! The English grammar, punctuation and spelling test Let’s eat, Grandma Let’s eat Grandma

35. New materials now available on BSO . . .

36. Initial observations • 46 questions ! • More of a focus on vocabulary than in the original exemplification • Omission and possession !!! • Question 9 is interesting - are they calling 'and' a connective and not using the term ‘conjunction’ ?

37. What we know about the test • Small, specific question and answer • 20 word spelling test (like now) Level 6 • Longer pieces of writing to demonstrate choices and range • KS3 questions scaffolded

38. What we know about the test • Word class • Formal and informal • Statements, commands and questions • Complex sentences • Paragraphs • Commas • Apostrophes

39. Word classes • verbs • nouns • adjectives • adverbs • pronouns • articles • preposition • conjunction

40. Main points • This is PART of writing as a whole • Call things the right names • Let children do the test and use for AfL • Devise own tests linked to current texts used in literacy and guided reading

41. Preparing for the test What are you doing in your school to prepare children (and teachers) for this test ?

42. Who are the National Curriculum tests for ? • All pupils in their final year of KS2 must be registered • Pupils at PRU or in hospital school but still on school register must participate in the tests • Pupils below L3 and those whose level can not be established should not take test but must be registered – enter as B on mark sheet • If pupils working below level of test do sit a test, test paper must be sent for external marking • Pupils may just take one or two subjects

43. Access Arrangements • Visually or hearing impaired • Difficulty with reading • Difficulty with writing • Difficulty concentrating or suffer fatigue • EAL • Additional Time

44. Visually Impaired • Modified tests and modified guidance • Recorded versions of Maths • Photocopying onto coloured paper • Enhancing diagrams • May use underlining, highlighting, readers or any other method to emphasise words already written in bold, italics etc. • Use low-vision aids – see website for form to attach to test script • Adapt Braille to meet individuals needs • Use of technical/electrical aids may be used where this is normal classroom practice – use must be notified on appropriate form downloaded from www.qcda.gov.uk/accessarrangements

45. Hearing Impaired and Users of Sign Language • Use communicators or signers - don’t have to request permission • Maths test translated - sign • English tests- only general instructions • Pupils Responses - sign in maths

46. Pupils Who Have Difficulty Reading • All pupils can request a word or phrase from a question to be read to them – except in the reading test One-to-one basis only • Reading age much lower than actual age – 9 years or below • Regular classroom practice/I.E.P.

47. Pupils Who Have Difficulty Writing • Amanuensis – a scribe • Transcript - completed at end of test • Word Processors - must be normal classroom practice • Technical or electrical aids - must be normal classroom practice

48. Pupils with EAL • Should be registered but not take the English tests if cannot communicate in English (enter as B on mark sheet) • Assess mathematical ability using language support staff to translate as appropriate • If working below level of tests in mathematics enter as B on mark sheet • If working at level of the tests consider using access arrangements • If school does not have time before tests to carry out assessments and judge level – enter as T (children from different education system)

49. Pupils with EAL (continued) • Consider additional time • Normal classroom practice • Consider if pupils should be entered for English or just Maths • If pupils usually work in English they should access the tests by reading and writing in English • Maths Tests - If pupils use a combination of English and their first language you should choose the best option. Consider use of oral or written translation

50. Pupils who have difficulties concentrating or suffer fatigue Rest Breaks • Splitting tests into sections or stopping the clock Prompters • One-to-one basis • Agreed way to prompt