Ks1 and Ks2 assessment overview 2014

1. Ks1 and Ks2 assessment overview 2014 Alison Philipson

2. To update senior managers, particularly if they are new to role, on statutory guidance and requirements for assessment at end of KS1 and KS2.To ensure all senior managers are aware of how to apply for KS2 access arrangements for EAL and other pupils. Outline 1.30 – 2.00 p.m. 2016 assessment changes 2.00 – 2.20 p.m. 2015 end-of-KS1 assessment 2.20 – 3.00 p.m. 2015 end-of-KS2 assessment

3. Bradford Schools Online

9. Assessment changes

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

11. New baseline assessment in early Reception - schools can choose from ‘approved list’ (expectation is that most schools will opt for this) – do as soon as possible ! • Schools must use ‘approved’ baseline from Autumn 2016 unless they elect to be held to account on attainment alone (from 2023) • Children measured against other children who took the same test

12. Attainment: From 2016, KS2 floor standard measure to be raised to 85 % of pupils achieving new, higher expectation in reading and maths tests and writing teacher assessment • Progress: measure from 2016 based on percentage of pupils making ‘sufficient progress’ in all of reading, writing and maths

13. 2016 floor standard: higher attainment expectation and more pupils to attain it (85 %) so fewer schools are likely to • In 2013, % of schools where 60 % of pupils attained level 4+ in all of reading and maths tests and writing teacher assessment • In 2013, % of schools where 85 % of pupils attained ‘4b’ in reading and maths tests and writing teacher assessment

14. In 2013, 90 % of schools where 60 % of pupils attained level 4+ in all of reading and maths tests and writing teacher assessment • In 2013, 10 % of schools where 85 % of pupils attained ‘4b’ in reading and maths tests and writing teacher assessment

15. 2016 floor standard: percentage of pupils making ‘sufficient progress’ in all of reading, writing and maths • In 2013, % of schools where pupil progress from KS1 was below median in each of the three subjects (reading, writing and maths)

16. 2016 floor standard: percentage of pupils making ‘sufficient progress’ in all of reading, writing and maths • In 2013, 24 % of schools where pupil progress from KS1 was below median in each of the three subjects (reading, writing and maths)

17. DfE consultation document (July 2013) suggested that ‘sufficient progress’ will be defined so a similar number of schools fall below the floor as at present

18. Key implications • Pupil progress in reading, writing and maths, rather than attainment, the focus for most schools • ‘sufficient progress’ will not be defined in advance so schools need to be able to justify how they have used assessment to improve learning

19. National practice • Tracking systems • Practice from one school that has developed its own system (one of schools awarded DfE grant)

20. Tracking systems . . . SIMS – key objectives/performance indicators/performance standards/progress grids/tracking grids TARGET TRACKER – attainment targets/steps (b, b+, w, w+, s, s+ - on track for secure, is secure on all content, understanding is broader/deeper)/tracking grids/online reporting for parents/exemplification (including video)

21. Pupil Tracker

22. Practice from schools that have developed their own systems . . . • Systems developed around mastery of a subject • High quality formative assessment and marking/feedback is key to ensuring that all children are on track towards achieving end of year expectations

23. Hiltingbury Junior School(one of schools awarded DfE’s Assessment Innovation Grant)

24. End of year expectations Based on current levels . . . • Y2 2b to 3c

25. Expected ? • Y1 2c • Y2 2a • Y3 3b • Y4 3a • Y5 4b • Y6 5/6

26. End of year expectations Tracking in school . . . • WW Y1 • ACH Y1 • WW Y2 • ACH Y2 • WW Y3 and so on

27. End of year expectations Sharing with parents . . . • Working towards • Working within • Achieved • Exceeding

28. End of year expectations Pupil progress . . . Working within Y3/Achieved Y3/Working within Y4/Achieved Y4 ____ % will achieve Y3 by the end of Y3 N.B. school knows there will be potential issues around self-esteem

29. NAHT (slides not in HO) https://www.youtube.com/watch?v=M2aK3Rs2IJQ

30. Key principles • The assessment should link closely to the taught curriculum • Not everything that is taught should be assessed • Key Performance Indicators (KPIs) should be selected for each year group and subject, against which teachers can make assessments • End of year descriptors, based on the KPIs, can be used for more summative judgements • The whole process should include in-school , and where, possible, inter-school moderation

31. Assessment can place throughout the year against specific objectives, rather than simply allocating children to code groups. • Over the course of the year, teachers and pupils can see progress being made against specific criteria, and can clearly identify those which still need to be covered. • Similarly, at the end of each year, it is possible to make a judgement in relation to the overall descriptor for the year group. • Annual tracking of those who are, and are not, meeting the performance standard for the year group can be kept, with intervention targeted appropriately to the overall descriptor for the year group • Doesn’t offer easily “measurable” steps all through the year.

32. Local practice

33. Keighley 3 LAP (Worth Valley) All schools developing own model (along the lines of emerging, expected, exceeding) but are in the process of developing a ‘transition form’ which will support schools with new children (high mobility within the LAP)

34. PAL – Partnership for Active Learning (BD4) • Main priorities – developing a system that shows how much progress pupils have made • Ensure that teachers’ subject knowledge is absolutely spot on – do they know what age related expectations is ? Do they know what children need to do to improve ? Do they know how to teach children what they need to know ?

35. Secondary school input

36. East Bradford 1 LAP • Moderation meetings for each year group (all on the same day) • Teachers bring a range of writing from one pupil – level to be agreed • Moderate in threes against revised assessment criteria • Moderate against criteria in new national curriculum – group activity then own writing • Discuss 2016 grammar tests

37. Next steps for schoolsto consider : • Keeping evidence of all children’s attainment and progress for all cohorts • 2014/15 school development plans to include specific actions around the development of assessment processes • Securely embed formative assessment • Continue tracking using current assessment criteria, but be mindful of the raised expectation at the end of KS2 • Begin to develop new assessment systems

38. New tests • So important that schools begin to work towards them now – especially in Y1

39. Test outcomes to be reported by scaled score – no new information as yet but expected to be either side of 100 (new tests with higher ‘expected standard’) • Teacher assessment to be based on ‘performance descriptors’

40. Draft assessment performance descriptors – KS1 • Mastery standard (after this – depth and breadth not PoS for following key stage) • Above national standard • National standard • Working towards national standard • Below national standard • Below this and not assessed using P scales - will be given a code

41. Draft assessment performance descriptors – KS2 – reading, maths and science Working at the national standard • Reading – word reading/comprehension

42. Working at the national standard • Maths – number and place value/number – addition and subtraction/number – multiplication and division/number – fractions/measurement/geometry – properties of shape/geometry – position and direction/statistics

43. Working at the national standard • Science – working scientifically/biology structure and function/biology – interdependence/chemistry – properties of materials/chemistry – changes in materials/

44. Draft assessment performance descriptors – KS2 - writing • Mastery standard • Above national standard • National standard • Working towards national standard • Below national standard

45. Writing – KS1 • Composition – planning, drafting, evaluating, editing and proof-reading • Composition – applying vocabulary, grammar and punctuation (detailed info from NC) • Transcription – spelling • Transcription – handwriting

46. Writing – KS2 • Composition – planning, drafting, evaluating, editing and proof-reading • Composition – structuring and organising text • Composition – applying vocabulary, grammar and punctuation • Transcription – spelling • Transcription – handwriting

47. KS1 assessment overview

48. Assessment and Reporting Arrangements KS1 2015 • All Y2 teachers need to have a copy of the ARA for 2015 - link on Bradford Schools Online in the KS1 assessment area or at - https://www.gov.uk/government/publications/key-stage-1-assessment- and-reporting-arrangements-ara • It sets out the statutory responsibilities of those involved in assessment and reporting for KS1. • 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.

49. 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 • A level for each attainment target in maths • a level for each attainment target in science • Pupils working towards level 1 of the national curriculum who do not have a special educational need should be reported as ‘W’ (working below the level) • P scales should be reported for children with special educational needs who are working below L1 – P scales are not to be used to assess children with English as an additional language unless they have additional special educational needs • The code ‘NOTSEN’ should be used to explain why a pupil working toward level 1 doesn’t have P scales reported

50. Tasks and tests All headteachers must: • identify which pupils should take the end of KS1 assessments • ensure the appropriate assessments are administered • keep all assessment materials secure and treat them as confidential • ensure that the specific content of all assessment materials is not used to prepare pupils for the tests • ensure that the correct administrative procedures are followed • ensure pupils’ responses are marked accurately and consistently Headteachers should also give teachers enough non-contact time to administer and mark tests.