Assessment Briefing for Governors March 2016 Key Messages

Assessment Briefing for Governors March 2016 Key Messages Claire Chilvers & Jayne Mullane

The Purpose of Assessment - Df. E Definition Statutory Assessment To hold schools to account for the work they do with their pupils. To measure both attainment and progress to demonstrate schools’ effectiveness. The means of statutory assessment are determined by the Department. Formative Classroom Assessment To inform teaching and learning. Used diagnostically to evaluate knowledge and understanding, identify gaps and misconceptions and inform lesson planning accordingly. The means of formative assessment are determined by the school in line with curriculum freedoms.

Statutory Assessment • End EYFS profile outcomes • Phonics screening check Y 1 (re-check Y 2) • KS 1 and KS 2 new national curriculum tests in reading, spelling, punctuation and grammar (SPAG) and mathematics with outcomes in the form of scaled scores • Teacher assessment at KS 1 and KS 2 in writing using the interim framework (2016 only) for teacher assessment

Changes • New floor standard • New way of measuring progress • New coasting schools measure • Changes to Ofsted’s expectations of classroom assessment

Floor Standard • In 2016, a school will be below the floor standard if: • Fewer than 65% of pupils achieve the expected standard and • Pupils fail to make sufficient progress in any of reading, writing and mathematics.

School Progress Measure See video by Tom Gadsby (1 min) http: //connect. learningleads. org. uk/course/view. php ? id=190

Progress measure how does it Stage 1: work? This is Chris All other pupils nationally with average score at KS 1 of 18. 0 Chris’ results are • KS 1 APS = 18. 0 • KS 2 reading score = 117 Back to Chris • All these pupils’ KS 2 scores are added together and divided by the number of pupils in the group = average (national mean) reading score is 116 He got 1 point more than the average for those with similar starting points = +1

Progress measure how does it Stage 2: work? +3 We put Chris back with his Y 6 peers in his school Chris now brings his +1 progress score with him -2 +2 • • +1 -4 -2 +2 • +2 +1 + 1 We add all the Y 6 progress scores together and divide by the number of pupils to give mean score = schools progress score – of, say, +1 So pupils in Chris’ school made slightly more progress than those with similar starting points in other schools +5 +2 0 • +2 0 Parents can now compare schools to see where pupils with similar starting points make more or less progress Government will set the definition of sufficient progress once tests have been taken (e. g. a school should have a score of at least -3 below or above. )

Performance Tables New Performance tables - headline measures will be: • Average progress made by pupils in reading, writing and mathematics • Percentage of pupils achieving the expected standard in reading, writing and mathematics at end of Key Stage 2 • Average score of pupils in their Key Stage 2 assessments • Percentage of pupils who achieve a high score in all areas at the end of key stage 2

Teacher Assessment Frameworks - Interim • For reading, writing and mathematics at KS 1 and for writing at KS 2, there are 3 standards: • Working towards the expected standard • Working at greater depth within the expected standard

Formative Classroom Assessment • Quality verbal feedback by teachers and teaching assistants • Staff give feedback and mark work during lessons when pupils are present. This is used whenever possible and allows learners to be engaged in the learning process. • High quality questioning is used to clarify understanding and provide immediate feedback. • Feedback and marking celebrate and reward success and tell pupils what they need to do next to improve in relation to the learning intention and success criteria. Achievement and progress is celebrated using marking codes, stickers and stamps. Feedback is also be given through certificates, phone calls and postcards home and the sharing of work around school. • Teachers’ comments and the marking of work provide clear and easily understandable feedback and encouragement for learners. There is consistent use of ‘Tickled pink’ and ‘Green for growth’ marking strategies. • Learners are involved in self and peer evaluation, promoting independent

Autumn Term Assessment Week 1 Y 2 Y 3 Y 4 Y 5 Y 6 Spring Term Assessment Week 2 Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Summer Term Assessment Week 3 Reading Writing Y 1 phonics screening practice 2013 test + as below Teacher assessment using standards for reading assessment standards for year group. + CPG Resources Reading Teacher assessment using standards for writing assessment standards for year group. Sample writing 1 Y 1 phonics screening practice 2014 test + as below Teacher assessment using standards for reading assessment standards for year group. Teacher assessment using standards for writing assessment standards for year group. Sample writing 2 Reading Y 1 phonics screening test Y 2 STA national curriculum test Teacher assessment using standards for reading assessment standards for year group. Optional tests when available. Y 3 Y 4 Y 5 Y 6 STA national curriculum test Writing Grammar, punctuation & spelling Phase 2 – 6+ key words test Rising Stars progress tests, Autumn 2 test Y 3 – Y 4/ Y 5 – Y 6 National curriculum words test Grammar, punctuation & spelling Phase 2 – 6+ key words test Rising Stars progress tests, Spring 2 test Y 3 – Y 4/ Y 5 – Y 6 National curriculum words test Writing Grammar, punctuation & spelling Teacher assessment using standards for writing assessment standards for year group. Sample writing 3 Phase 2 – 6+ key words test + consider SPAG Y 2 Aut test 1 STA national curriculum test Rising Stars progress tests, Summer 1/ 2 test Y 3 – Y 4/ Y 5 – Y 6 National curriculum words test Optional tests when available. STA national curriculum test Mathematics Teacher assessment/ basic practice test using Po. S number, pv, +, - Testbase arithmetic tests + core & extension topic tests Testbase arithmetic tests Mathematics As Autumn + x, ÷, fractions, measurement using sample qs Testbase arithmetic tests + core & extension topic tests Testbase arithmetic tests+ sample questions from STA Mathematics As Spring + geometry STA national curriculum test Testbase arithmetic tests + core & extension topic tests Optional tests when available STA national curriculum test

Tracking pupil attainment and progress YEAR GROUP EXPECTATIONS Unable to assess Emerging Developing Secure Mastered Your child is Your child has met continuing to the majority/ all of their year Your child is unable beginning to gain knowledge, develop their year group expectations to access the year knowledge, expectations. AND can use the group expectations understanding and skills within their understanding and skills consistently and so cannot be year group skills within their across a range of assessed against expectations. year group learning. this criteria. expectations. > 85%/ 90% of year Children working ALL CHILDREN group expectation 100% of year group below the National START EACH expectation met, children have Curriculum YEAR AT THIS 50% - 85%/ 90% of “got it” but may confidently, expectations will POINT year group consistently and make occasional still be assessed < 50% of year expectation met applied across a error using P Scales. group expectation range of learning

Use of SIMS Year 3 Autumn Term Year 5 Autumn Term No Result 3 E 3 D 3 S 3 M Year 3(All) 65. 52 34. 48 Year 3(Male) 78. 57 21. 43 Year 3(Female) 53. 33 46. 67 Year 3(EAL) 63. 16 Year 3(Not EAL) Year 3(PP) No Result 5 E 5 D 5 S 5 M Year 5(All) 74. 07 25. 93 Year 5(Male) 71. 43 28. 57 Year 5(Female) 76. 92 23. 08 36. 84 Year 5(EAL) 77. 78 22. 22 70 30 Year 5(Not EAL) 66. 67 33. 33 81. 82 18. 18 Year 5(PP) 90 10 Year 3(Not PP) 55. 56 44. 44 Year 5(Not PP) 64. 71 35. 29 Year 3(FSM) 100 Year 5(FSM) 85. 71 14. 29 Year 3(Not FSM) 52. 38 47. 62 Year 5(Not FSM) 70 30 Year 3(SEN) 100 Year 5(SEN) 100 Year 3(Not SEN) 62. 96 37. 04 Year 5(Not SEN) 68. 18 31. 82 Year 3(G&T) 100 Year 5(G&T) 100 Year 3(Not G&T) 70. 37 29. 63 Year 5(Not G&T) 83. 33 16. 67 Year 3(SEN Needs) 100 Year 5(SEN Needs) 90 10 Year 3(Not SEN Needs) 60 40 Year 5(Not SEN Needs) 64. 71 35. 29

Further Assessment Information for Governors Available in governor area of website • Data analysis - data pack & Raiseonline 2015 • Governor dashboard KS 1 • Governor dashboard KS 2

For further information or to arrange a visit to school to observe formative classroom assessment please contact us.