Assessment

 

Assessing and tracking pupils' progress

From September 2014, the way in which schools assess children’s progress and attainment has changed in Key Stages 1 and 2. Assessment in EYFS has remained the same. The New Curriculum requires that schools no longer use the ‘Level’ system.

The changes and the new system
The National Curriculum has changed and with it the way all schools track attainment and progress.  Previously, if you have had a child in school, teachers will have given you a level (e.g. 2B, 3A, etc.) to represent your child’s attainment.  Because of the way the old curriculum worked, the numbers did not indicate the year group a child was in. 

The new National Curriculum has been written to give Age Related Expectations (ARE) for the end of each year. As children travel from Year 1 to Year 6 in our school, they will be tracked against the Age Related Expectations using the milestones in our Depth of Learning Tracker. 

Because all children are individual and develop at different rates and have differing needs, they will work in the appropriate milestone but may be at different stages within the milestone. For example; a child that has not quite grasped the requirements of the age related expectations and is working below these will be judged to be at an 'emerging' level. Children that can demonstrate the majority of age related expectations will be judged to be at the 'expected' level and children that have gone beyond this will be judged to be 'exceeding'. Crucially these children that are exceeding expectations do not move on to the next milestone but work in greater depth in these curriculum areas to develop 'mastery' in the subject.

 

Parent information sheets on the age related expectations can be found at the foot of the page.

 

Tracking Progress in the EYFS
Children in the EYFS continue to be tracked using the Early years Foundation Stage Curriculum. By the end of their Foundation Year in school it is expected that they reach the ‘Early Learning Goals’.  At the beginning of the year a ‘baseline’ assessment is made of everything they can do so teachers know what they need to learn next.  Children are tracked throughout the year on the Prime and Specific areas of learning. This includes Reading, Writing and Number along with Understanding of the World and  Creative Development. Children are assessed through careful observation of what they can do, how they interact with others and how they explain what they know.
A Learning Journey is kept of their development—which we will share with you throughout the year.


At the end of the EYFS year the EYFS Profile completes the picture of everything they have learnt, and are able to do.  This is reported to parents so parents know if their child is at the age related expectation, is emerging into this or exceeding above. Most importantly it shows how much progress has been made from the baseline, and so teachers in Year 1 are ready to teach them their next steps in the National Curriculum.

Assessment Results - Attainment and Progress at Key Stage 2 - Summer 2016

There were 7 children in the Year 6 cohort who completed the end of Key Stage assessments in summer 2016. Their assessment results are published in the table below (with national results in brackets).

 

  READING WRITING MATHS GRAMMAR, PUNCTUATION & SPELLING READING / WRITING / MATHS COMBINED
Percentage of children who achieved the expected standard or above

57.1

(65.7)

71.4

(74.1)

57.1

(69.8)

71.4

(72.5)

57.1

(53.2)

Percentage of children who achieved a higher level of attainment (i.e. above the expected standard)

28.6

(18.7)

57.1

(14.7)

28.6

(16.6)

14.3

(22.5)

28.6

(5.4)

Average scaled score

104

(100)

N/A

105

(100)

103

(100)

N/A
Average progress

- 0.07

(0.0)

2.30

(0.0)

0.54

(0.0)

N/A N/A

 

  


Frequently Asked Questions
Why has the system changed?
It is part of the new revised National Curriculum. The Government wants a simpler system for parents to understand and for each school to develop their own. The new system enables teachers, pupils and parents to concentrate on learning to make progress, rather than just focusing on levels.


Will children still have SATs?
Yes, although the format of these tests is changing . The SATs this year follow a new format and will be reported on using a standardised scale score. The score that children need to achieve to demonstrate the expected level is 100 although what this will look like is unclear at present.


What can I do to help my child?
There is so much parents can help with, reading is very important along with time tables, spellings and practising number bonds. Also completing homework as well talking about what they are learning at school. Our website has many links to supporting websites where there are lots of fun games to support primary learning.


What do teachers use to gauge children’s progress?
Children’s independent work is the biggest indicator of what they can do and how they do it.  Teachers use this on a daily basis to know and check pupil understanding and progress. Special pieces of work to inform assessment is set up throughout the year. This is done along side Reading and Spelling age tests, the Phonic screen in Yr 1, Year end tests in KS1 and KS2 and the EYFS Profile.


How do all schools know that their judgements about progress and attainment match up with each other?
At KiM School we work across the school and with other local schools to  agree and ’moderate’ attainment levels. All schools also have external moderation from the Local Authority. We also use GL Assessment Primary Tests in English and mathematics to judge progress over the full year as a summative assessment. These replace the optional SATs tests that took place in May and results will be reported back to parents in the Summer term. 


What happens when my child goes to Secondary School?
Secondary schools will have their own systems and will work with the primary schools to ensure that the systems work together, so there is continuity for children’s progress.


Do the teachers use any other forms of assessment?
Throughout all lessons teachers continuously monitor and assess learning, ensuring that any misconceptions pupils have in learning are quickly addressed, so that they can continue to make progress within that session. At KiM School we believe that the best feedback is that which is provided during the lesson, often verbally, to help the child there and then although written feedback is provided on a regular basis.

Could you do the 2016 Year 6 SATs?

 

 

Age Related Expectation (ARE) Information Documents for parents

These documents outline the national expectations for children to have attained by the end of each year group. Some children will have exceeded these expectations, and others will still be working towards them (emerging).

Each document, which can be viewed or downloaded in a new window, shows the progression in the subject from Year 1 to Year 6.