Year 2 Network Meeting Autumn Term 2019 Welcome

Year 2 Network Meeting Autumn Term 2019 Welcome www. doncaster. gov. uk

House Keeping Fire Exit Toilets Refreshments www. doncaster. gov. uk Course Etiquette Mobile phones Discussion Questions Confidentiality Page 2

AGENDA • Doncaster and national data overview • Feedback from moderation • Reading: Further Developing Fluency • Maths: Accurate Teacher Assessment • Dates for this year www. doncaster. gov. uk Page 3

Key Stage 1 Outcomes (provisional) www. doncaster. gov. uk

PHONICS OUTCOMES (Y 2) (provisional) 87% passed compared to 91% nationally The largest group not passing are SEND (EHCP and SEN support) 56% entered in Y 2 passed the screening check (nationally 55. 9). This is a decline for Doncaster but also for national. 89% of children who passed Phonics in Y 1 achieved EXS+ in Y 2 reading (11% gap) 29% of children who passed Phonics in Y 2 achieved EXS+ in Y 2 reading – exactly the same as last year! 1% of children who have not passed Phonics achieved EXS+ in Y 2 (-1% to last year. www. doncaster. gov. uk Page 5

KEY STAGE 1 OUTCOMES: Reading (provisional) GDS 2018 Don % 73 24 Nat % 76 26 Dis Adv 61 Boy Girl SEN (EHCP) SEN sup www. doncaster. gov. uk EAL EXS Gap % -3 2019 Don Nat % % 73 75 Gap % -2 -2 24 25 -1 63 -15 60 62 -13 68 78 18 71 80 14 -3 -3 +4 68 77 16 71 79 13 -3 -2 +3 26 64 33 71 -7 -7 25 59 33 72 -8 -13 (nation al all) Commentary The gap to national is closing but only as national declined. The gap to national all is (nation closing but only as national declined. al all) Remains static with no sig change A slight decline but no sig changes The gap is widening. Page 6

KS 1 OUTCOMES: READING (provisional) www. doncaster. gov. uk Page 7

KEY STAGE 1 OUTCOMES: Writing (provisional) EXS GDS Dis Adv Boy Girl SEN (EHCP) SEN sup EAL www. doncaster. gov. uk 2018 Don Nat % % 69 68 14 16 56 54 Gap % +1 2019 Don Nat % % 68 69 -2 -12 14 53 15 55 -1 -15(to nation al all) The gap to national all is widening (to nation al all) Commentary Gap % -1 EXS sees a slight declining trend with improvements at GDS 62 77 13 62 75 9 = +2 +4 61 75 12 63 76 9 -2 -1 +3 Still a sig gender gap 19 64 22 66 -3 -2 20 56 24 68 -4 -12 Declining trend Remains positive Sig declining trend Page 8

KS 1 OUTCOMES: WRITING (provisional) www. doncaster. gov. uk Page 9

KEY STAGE 1 OUTCOMES: Maths (provisional) EXS GDS Dis Adv Boy Girl SEN (EHCP) SEN sup EAL www. doncaster. gov. uk 2018 Don % 76 21 64 2019 Don % 74 22 62 Nat % 75 22 62 Gap % +1 -1 Nat % 76 22 62 73 78 23 74 76 14 -1 +2 +9 73 76 19 75 77 15 27 71 34 74 -7 -3 30 66 36 75 -11 (to nat all) Commentary Gap % -2 = 2019 outcomes in maths demonstrate the gap to national is widening for -12 (to all groups in maths with all improvements only nat) evidenced at the greater depth standard -2 -1 +4 -6 -9 Page 10

KS 1 OUTCOMES: MATHS (provisional) www. doncaster. gov. uk Page 11

Look back in your handout at the slides for data. How does Doncaster picture compare to the data for your school? Do you know where your gaps are? www. doncaster. gov. uk Page 12

What are you doing in your school to close the gap for disadvantaged and boys (English)? What are you doing to ensure accuracy of teacher assessment in maths? www. doncaster. gov. uk Page 13

Key documents √ q. Test Administration Guidance (TAG) q STA KS 1 Moderation Guidance q Test Frameworks q 2018 and 2019 tests and guidance q Assessment and Reporting Arrangements (ARA) – (published October 2019) q. Teacher Assessment Frameworks 2018/19 and onwards q Pre-Key Stage 1 Framework 2018/19 and onwards q Exemplification materials for reading, writing and maths www. doncaster. gov. uk 14

ARA Changes www. doncaster. gov. uk 15

ARA Changes www. doncaster. gov. uk 16

ARA Changes PLEASE ALSO REMEMBER - The pre-key stage standards are to be used for assessing pupils engaged in subject-specific study, who are working below the standard of national curriculum assessments. P scales 1 to 4 should continue to be used for statutory assessment of pupils not engaged in subject-specific study at the end of KS 1. www. doncaster. gov. uk 17

P. Level www. doncaster. gov. uk Pre-Key Stage WTS EXS GDS 18

FEEDBACK from MODERATION: New approach to moderation meetings 7 th November, 13 th February, 7 th May www. doncaster. gov. uk 1 -3 pm or 3: 30 -5: 30 @ Legacy Centre

Agenda and focus for the Cluster Moderation Meetings: a) CPD on a specific standard/subject followed by a focused activity facilitated by moderators on tables to unpick key messages from the STA/elements of the framework b) opportunity to look at the work samples brought to the meeting in discussion facilitated by moderators www. doncaster. gov. uk

CLUSTER MODERATION MEETINGS: Key message: Judgements are not being made/rubber stamped. Work samples brought will be shared and discussed as to whether or not the child: ‘has the potential to be. . . ’ ‘is indicating by the end of the year that. . . ’ www. doncaster. gov. uk

FURTHER IMPROVING T. A and MODERATION www. doncaster. gov. uk

A concern was flagged regarding independence around schools not using the Pre Key Stage Standards and relying on WTS instead. Some schools still assessing their higher ability pupils as GDS when they are higher ability EXS. Mismatch of TA verses standardised scores. Consider test administration as standardised scores WILL be used as evidence towards TA. www. doncaster. gov. uk

Reading: - ensure book bands reflect teacher assessment - Evidence stronger where there were a mixture of evidence from shared reading, guided reading, individual reading records - Benchmarking and fluency tracking supported TA Where all of the above matches up and correlates across the different strands there was no need to expand the sample. www. doncaster. gov. uk

Maths - Different schemes: ensure full coverage to make accurate TA - If a child is absent, the gaps need to be addressed - Ability to articulate calculation policy with regards to efficient methods - Messages re opportunities for reasoning and problem solving have been taken on board. Evidence for GDS in maths was stronger then in reading and writing www. doncaster. gov. uk

Writing: - Technicalities of writing: not ‘tight’ enough or consistent - Stamina for writing – lack of ‘lengthier’ pieces and some unfinished work Write effectively and coherently for different purposes, drawing on their reading to inform vocabulary and grammar choices in their writing. Nationally this statement was less well developed. Purpose: why is the child writing and how does this effect their grammar and vocab choices? Effectively: how does the writer form and communicate their ideas and organise these for the reader? www. doncaster. gov. uk

Writing: Write effectively and coherently for different purposes, drawing on their reading to inform vocabulary and grammar choices in their writing. - Sequence and chronology supported by a range of words and phrases - Repetition for effect - Language choices - Adverbials - Expanded noun phrases - Tense shifts are maintained - Subordination and co-ordination used to meet the purpose - Mixture of simple sentence and more complex ones - Tone is maintained www. doncaster. gov. uk

• The Reading Jigsaw • Assessment of Reading – with a focus on fluency • CLPE Scales – a comprehensive and holistic approach to reading and writing www. doncaster. gov. uk

The Reading Jigsaw The Development of a Successful and Self-Motivated Reader www. doncaster. gov. uk

Parts of the Jigsaw • Decoding • Fluency • Comprehension • Love of literature www. doncaster. gov. uk

An Emphasis On Positive Reading Behaviours “ We want children to become readers. . . not just children who can read. . . “ “Children who can read AND choose to read” www. doncaster. gov. uk

‘There is a difference in reading performance equivalent to just over a year's schooling between young people who never read for enjoyment and those who read for up to 30 minutes per day. ’ Organisation for Economic Cooperation and Development , 2009 www. doncaster. gov. uk

Outstanding reading schools believe in both the importance of developing children’s discrete word-reading skills and comprehension, and the need to engender their love of books and reading . . . the two elements are intertwined; each relies on the other if children are to become life-long readers. www. doncaster. gov. uk

n Supporting Staff n Teaching the Reading Curriculum n Engaging Parents n Developing the Reading Environment n Targeting Resources n Celebrating Reading www. doncaster. gov. uk

• The Reading Jigsaw • Assessment of Reading – with a focus on fluency • CLPE Scales – a comprehensive and holistic approach to reading and writing www. doncaster. gov. uk

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Diagnostic Reading Conversations “Listening to pupils read and talking about texts is a valuable and illuminating activity. ” OFSTED www. doncaster. gov. uk

Diagnostic Assessments • Whole Text – How did the reading sound? Are errors at the beginning of a line / in the middle / at the end? Are there any punctuation or organisational features that might impact? • Sentence Level – Are there errors of tense? Are the errors typically on nouns / adjectives / verbs? • Word Level – Are there errors on short words or longer multi-syllabic words? Are the errors at the same part of the word? Analyse the GPC errors www. doncaster. gov. uk

A Broader Picture of Fluency • Punctuation • Expression • Phrasing • Rate • Expression and Volume • Phrasing • Smoothness • Pace www. doncaster. gov. uk

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Reader’s Dashboard www. doncaster. gov. uk

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• The Reading Jigsaw • Assessment of Reading – with a focus on fluency • CLPE Scales – a comprehensive and holistic approach to reading and writing www. doncaster. gov. uk

• The purpose of the scales is to help teachers to understand what progression looks like • Suggests next steps that teachers can plan in order to take children into the next phase of their development www. doncaster. gov. uk

CLPE Reading Scale • Children will have a varied and broad range of starting points and the route of their individual progress will depend on this prior experience. • They are NOT summative assessment scales or targets that children need to reach in order to move to the next phase • Older children could be at any of these stages www. doncaster. gov. uk

• Read the first four stages • Highlight key features • Do you recognise the reading behaviours of children in your class? www. doncaster. gov. uk

CLPE Reading Scale • Early readers can read and understand simple sentences. As fluency and understanding develop children will begin to self correct. These readers may be over reliant on phonics. • Developing readers have a more extensive vocabulary of sight words and fluency is beginning to develop through recognition of larger units within words. Their improved fluency enables them to comprehend more of what they are reading. www. doncaster. gov. uk

CLPE Reading Scale www. doncaster. gov. uk Moderately fluent readers are well-launched on reading. They read with confidence for more sustained periods. They are developing confidence in tackling new kinds of texts independently.

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• Which stage of the CLPE reading scale do you think this pupil is reading within? • Which reading behaviours are they displaying? www. doncaster. gov. uk

• Read the rest of the stages • Highlight key features • Do you recognise the reading behaviours of children in your class? www. doncaster. gov. uk

CLPE Reading Scale • Fluent readers are capable readers. They are developing stamina as readers, are able to read for longer periods and cope with more demanding texts. They will begin to read silently. They are willing to reflect on reading and often use reading in their own learning. • Experienced readers can confidently break up words in ways that support them in decoding unknown vocabulary without impeding their fluency. Through discussion and in writing about their reading, they show that they are able to read between the lines and make explicit connections with other reading and personal experience. www. doncaster. gov. uk

• Which stage of the CLPE reading scale do you think this pupil is reading within? • Which reading behaviours are they displaying? www. doncaster. gov. uk

Supporting the Moderately Fluent Reader in developing independence as a reader Make a list of three next steps for pupils from your class who are reading at this stage. www. doncaster. gov. uk

Can you relate the CLPE reading behaviours to statements in the TAF? www. doncaster. gov. uk

Happy Reading! www. doncaster. gov. uk

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Maths: Accuracy in Teacher Assessment Anne Walker www. doncaster. gov. uk

KS 1 MATHS • Messages from 2019 KS 1 Moderation • Accurate Teacher Assessment • Implications for classroom teaching • The importance of language www. doncaster. gov. uk Page 60

Assessment Maths Moderation 2019 – some figures • 29 schools moderated • 9 schools re-moderated • 12 schools had changes to maths judgements • 10 schools had judgements moved down GDS changed to EXS: 10 pupils EXS changed to WTS: 9 pupils WTS changed to PKS: 4 pupils • 2 schools had judgements moved up WTS changed to EXS: 1 pupil EXS changed to GDS: 2 pupils www. doncaster. gov. uk Page 61

KS 1 TAF on a page - Maths www. doncaster. gov. uk Page 62

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Task / Discussion Moderation - Why are some TA judgements changed? • Look at the statements on the sheet. They all give reasons for a change of judgement in the maths TA. • In pairs or small groups, decide what you think the final post moderation judgement was – and also what the pre-moderation judgement would have been. • Implications for your teacher assessments www. doncaster. gov. uk Page 64

Moderation 2019 Reasons for judgements to be changed (↓) Recall and use x and ÷ facts outside known facts Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk No evidence of ……. . multiplication and division outside known facts. GDS EXS Page 65

Moderation 2019 Reasons for judgements to be changed (↓) Can name the 3 D shapes given but is not secure in their properties Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk WTS PKS 4 Page 66

Moderation 2019 Reasons for judgements to be changed (↓) Can name the 3 D shapes given but is not Identify fractions of a number or shape. secure in their Evidence for ½, 1/3, ¼, but no properties evidence for ¾ or 2/4 Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk EXS WTS Page 67

Moderation 2019 Reasons for judgements to be changed (↓) Can name the 3 D Competent mathematician with good arithmetic shapes given but is not skills, however reasoning was not evident in books. No evidence of 2 step problems or complex missing secure in their number problems. Strategies were not efficient. properties Scaled score of 111. Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk GDS EXS Page 68

Moderation 2019 Reasons for judgements to be changed (↓) Pupil has limited evidence of using numbers above 50 Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk WTS PKS 4 Page 69

Moderation 2019 Reasons for judgements to be changed (↓) Can name the 3 D Some gaps in evidence (scales, subtraction of 2 2 shapes given but is not digit numbers). Where evidence was there, child wasn’t secure, particularly in calculation, an efficient secure in their strategy was not applied meaning outcomes were properties not always accurate. Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk EXS WTS Page 70

Moderation 2019 Reasons for judgements to be changed (↓) Attendance is low which contributes to a lack of evidence. Child struggled with several elements of the TAF including complex missing number problems and telling the time to the nearest 5 minutes. Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk GDS EXS Page 71

Moderation 2019 Reasons for judgements to be changed (↓) No evidence for: Recall number bonds to and within 10 and use to reason to and within 20 Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk EXS WTS Page 72

Moderation 2019 Reasons for judgements to be changed (↓) Scaled score of 100 Pre-moderation TA: Post-moderation TA : www. doncaster. gov. uk GDS EXS Page 73

Implications for Teacher Assessment • Make sure there is sufficient evidence, from a range of sources, for all the statements within the standard • Secure knowledge of multiplication and division facts (2, 5, 10), together with related fact and the ability to use them to solve problems is of key importance • Developing reasoning skills is important for all pupils • Language development within maths and being able to explain their thinking of key importance for all pupils • The test is one piece, in a range, of evidence www. doncaster. gov. uk Page 74

Sort the Street (NRICH) Find as many different ways to sort the houses into groups as you can. How could this task be adapted to support lower attaining pupils? How could extra challenge be added? What skills are you developing through this task? www. doncaster. gov. uk Page 75

Solutions? www. doncaster. gov. uk Page 76

Odd one out? www. doncaster. gov. uk Page 77

Mathematical Language “The quality of children’s mathematical reasoning and conceptual understanding is significantly enhanced if they are consistently expected to use correct mathematical terminology. . . and to explain their mathematical thinking in complete sentences. ” NCETM - 2015 www. doncaster. gov. uk Page 78

NCETM video short - language www. doncaster. gov. uk Page 79

Time to Reflect ……. • What are the key points you will take away with you today? • What are your action points? www. doncaster. gov. uk 80

Important dates for 2019 -20 • Nov 22 nd: deadline for ordering test materials • Dec 2019: Access arrangement guidance to be published • March 2020: Test Administration Guidance 9 TAG) published • WC 20 th April: schools receive KS 1 test materials • April 2020: Phonics Administration Guidance published • May 2020: Test window (mark schemes available 1 st May) • May 15 th: Informed if receiving a moderation visit www. doncaster. gov. uk 81

Important dates for 2019 -20 • WC 18 th May: phonics materials arrive in school • 1 st June: Raw score conversion tables published • 1 st June – 19 th June: LA external moderation visits • WB 8 th June: administer phonics screening checks • 22 nd June: phonics thresholds published • WB 22 nd June: deadline to submit TA (date TBC) www. doncaster. gov. uk 82

DIARY DATES www. doncaster. gov. uk

DIARY DATES New to Year 2 3. 10. 19 22. 1. 20 Year 2 network 22. 10. 19 24. 10. 19 28. 1. 20 30. 1. 20 17. 3. 20 19. 3. 20 Mary Woollet room 9 -11: 30 27 Mary Woollet room 1: 30 – 4 pm 29 Mary Woollett Hall Castle Hills School Year 2 Toolkit for Success Promoting The Greater Depth Standard In Reading and Writing 21. 19 27. 2. 20 23. 4. 20 1: 30 – 4 pm 1: 30 – 4 pm 29. 11. 19 Legacy Centre YEAR 2 Moderation 7. 11. 19 Meeting 13. 2. 20 7. 5. 20 KS 1 Moderation Briefing 19. 5. 20 www. doncaster. gov. uk Castle Hills School Castle Hills 1 – 3: 30 9 am – 4 pm The Legacy Centre 1 pm -3 pm Either 1 pm – 3 pm or 3: 30 pm -5: 30 pm Page 84

Thank you and Questions www. doncaster. gov. uk