Assessment, recording and reporting in this school is an important and central part of teaching and learning, which involves the children whenever possible. We believe that assessment is an on going process, which takes place in a variety of different forms. As a school, we work hard to identify what individuals, groups and whole classes need to learn in order to progress. We then cater our teaching to suit the needs of our children.
In September 2014, National Curriculum Levels were removed by Government. This leaves schools with more freedom on how to assess their children. The new national curriculum gives guidance to which objectives children should be working within depending on their Year Group and Key Stage.
Guidance on scaled scores… taken from Gov.co.uk
As many of you will be aware, there will be significant changes to the reporting of SATs tests at KS1 and KS2 this year. National curriculum levels have now been removed, and children will now be given a scaled score. Both Year 2 (Key Stage 1) and Year 6 (Key Stage 2) pupils will take tests in Reading, Spelling, Punctuation and Grammar, and Maths. The information below has been based on details on the gov.co.uk website. If you have any questions about end of key stage testing, or scaled scores, please arrange to speak with Mrs Round.
A new national curriculum was introduced in 2014. As a result, the Standards and Testing Agency (STA) is changing the tests so that they assess the new curriculum. Pupils will take the new tests for the first time in May 2016.
The way in which the tests are reported is changing. From 2016, scaled scores will be used to report national curriculum test outcomes. Schools and teachers have the freedom to assess what pupils understand and can do in a way that best suits the needs of their school. As a school, we will continue to use the assessment systems we initiated last year, and will report to parents using stages.
Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment. For example, on our scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year.
Full information about what the scale will look like can not be given yet. We need to wait until pupils have taken the tests and the tests have been marked before we can set the national standard and the rest of the scale. The scale can not be set the scale in advance; this cohort is the first that has reached the end of key stage 2 having studied sufficient content from the new national curriculum. If the scale was set using data from pupils that had studied the old national curriculum, it is likely it would be incorrect.
The scale will have a lower end point below 100 and an upper end point above 100. Once we have set the national standard we will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. This will be published after the first tests have been administered in May 2016.
Interpreting scaled scores
A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly. The pupil’s raw score will be translated into a scaled score using a conversion table.
A pupil who achieves the national standard will have demonstrated sufficient knowledge in the areas assessed by the tests. This will mean that they are well placed to succeed in the next phase of their education.
Headteachers will need to include results from the national curriculum tests in their annual reports to parents. They will need to report the pupil’s scaled score and whether or not they met the national standard.
The old national curriculum levels are not relevant to the new national curriculum. However, in order to provide schools with some indication of the new standards, we have tried to indicate equivalence in a broad sense. At KS1 the national standard will roughly equate to an old level 2b. At KS2 this will roughly equate to an old level 4b. Otherwise levels and scaled scores will not be comparable.
Key Stage 1 Tests
Key Stage 1 tests will be carried out in May, and will be marked in school. Teachers will need to covert a child’s raw score into a scaled score. Teachers will use conversion tables, published by the DFE, to translate raw scores into scaled scores to see whether each pupil has met the national standard. Scaled scores will then be used to inform the final teacher assessment judgements, and this is the judgement which will be share with parents.
Key stage 2 tests
As in previous years, KS2 SATs tests are done on a specific week, with a specified test done on each day. These are then sent off site to be marked. The test results are then posted online, for the school to see. Each pupil registered for the tests will receive:
- a raw score (number of raw marks awarded)
- a scaled score
- confirmation of whether or not they attained the national standard
As a parent, you will be informed of the scaled score and if your child has attained the national standard. Your child’s teacher will also give a teacher assessment level, which will be reported separately. There will continue to be no link between KS2 test results and teacher assessment.
For further information, please see https://www.gov.uk/guidance/scaled-scores or arrange to speak with Miss Campbell..
Please click here to view our schools performance table and KS2 results.
The children in our Reception class are taught based on the objectives in the EYFS Framework. They are assessed using the EYFS profile.
During the first few weeks of Autumn 1, the children are assessed using the BASE reception baseline materials, and a baseline stage is generated. Assessments are also formally inputted at the end of the autumn and spring term, and again in the summer term.
Assessments in Foundation Stage are continuous and ongoing. Any assessments/observations are recorded in each child’s portfolio, which is stored online using 2Simple software for assessment tracking. Before an assessment level is decided, the teacher uses all the evidence gathered to make a judgement.
A written ‘Learning Journey’ is also completed which shows a child’s progression over the year.
Y1 - Y6
To help us assess where our children are, we have developed a system which incorporates the PAM (Primary Assertive Mentoring) assessment system and the STAT (Schools Tracking and Assessment Tools) system.
This system will be used to assess the stage at which children are working at in Maths, Reading and Writing along with assessing the progress they make. These thorough assessments are used half termly to assess what level the children are currently working, but more importantly, to assess what areas the children need to be taught next, in order to progress. The assessment systems we use support whole class planning and individual/small group intervention planning. These assessments ensure all children are learning what they need to learn, at the correct level for them, enabling them to progress.
An Assessment Progression System has been developed which uses the Curriculum Year Group objectives, but describes these as ‘Stages.’ E.g. A child working within the Year 3 curriculum would be described as working within Stage 3. This is the way in which assessments will be presented to parents and our children.
We strongly believe that children should understand what they need to do to progress and we have a comprehensive ‘Marking and Feedback Policy’ which ensures marking and feedback is consistent across the school. Feedback and next steps are shared with children in writing or verbally.
Reading is taught using the Read Write Inc Scheme. Read Write Inc assessments are carried out approximately every 8 weeks, to assess children’s progress, and to assess if children are ready to move up to a higher group. When a child is no longer working within the Read Write Inc Scheme, reading is developed and assessed through Guided Reading sessions. Teacher’s make regular observations regarding reading progress during guided reading sessions, and decide on next steps based on these judgements. Reading (for anyone not on the Read Write Inc Scheme) is assessed formally every term using materials developed by the Sheffield Family of Catholic Schools.
Opportunities are provided, at least termly, to share assessment information with parents or carers. A short written report sharing children’s progress is given at the parents evenings in early spring (looking at autumn progress), and early in the summer term (looking at progress during the spring term). This report supports the verbal discussions taking place between teacher’s and parents/carers. We colour code each child’s progress as Red, Yellow, or Green towards their end of year target. (Green indicating achieved already or set to exceed target, amber indicating on track to achieve, and red meaning unlikely to meet targets.) These short reports also give a review of what the children have achieved during the term, and what the child’s next steps are. A full written report is sent out towards the end of the summer term. Year 2 and Year 6 SATs end of key stage results are also reported in line with guidance from the DFE.
Please refer to the documents below for further information: