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Assessment without Levels

What is assessment without levels?

Schools are required to have an assessment system that monitors each child’s progress and attainment.

The tracking, monitoring and evaluation of a child’s attainment and progress takes place daily in lessons through questioning, marking and talking to children about their learning. It takes place weekly, termly and annually through a range of assessments and tests.

The tracking, monitoring and evaluation of a child’s progress and attainment supports teachers' planning of the curriculum and enables areas for development to be swiftly addressed and where applicable, interventions to be put in place.

The principles that underpin our new assessment systems are:

We believe that every child at Stanburn can achieve to the best of their ability. It is our job to support and challenge children at all levels of ability. Teachers in our school have the mindset, ‘What do I need to do to help each child be the best they can be?’

We expect the vast majority of children to make expected progress in an academic year. This target is set against the National Curriculum objectives for each year group and the school’s own assessment criteria. Our target is also for the vast majority of children to have a secure and deep level of understanding of learning in each subject in Reading, Writing and Maths.  The Key Learning Objectives for the expected attainment for the end of the academic year were given out at the first parents evening, and can be found on the school website. 

We expect nearly all children to be working towards achieving their end of year expectations throughout the year. We will not expose children to the next year’s objectives until we have exhausted every possible way of enriching their current year’s objectives in a richer and deeper manner. 

Our expectation of all teachers is that they will use assessment effectively and accurately every day to ensure that the correct scaffolding is built into lessons to ensure that all children achieve at an appropriate level, and to an appropriate depth. 

No more levels?

Expectations for Years 1 to 6. The teachers will assess these stages every term. We use the same terminology in each year. These are:


Terminology 

What does it mean?
Working below SB Has shown a grasp of assessment criteria for the previous year groups, and may be beginning to grasp some of the year group assessment criteria for the year group.
Working towards  WT Is working towards the expected range for their age, demonstrating an emergent grasp of the objectives for the year group.
Working within WW Is working within the expected range for their age, showing some understanding of several of the objectives for the year group.
Working securely WS Is working securely within the expected range for their age, demonstrating a confident grasp and understanding of the objectives for the year group.
Working beyond WB Has a strong understanding of the concepts taught this year and has been working on extension activities to enhance their development.

What does this mean for my child?

The focus is now on the breadth and depth of a child’s learning. This means that we approach concepts from various angles in order to deepen a child’s understanding and application of their learning. 

The aim for all children is to meet the age related assessment criteria by the end of the academic year.

Children who are making excellent progress are expected to broaden their depth and knowledge and to apply the assessment criteria throughout the year. Teachers will provide enrichment and challenge activities linked to the assessment criteria for their current year in order to extend their understanding. 

Children who need support and are currently below expectations will be expected to address the assessment criteria for previous year groups and begin to meet the assessment criteria for their current year. Teachers will use their knowledge of the child’s learning to address the gaps in their understanding and ensure that previous year group criteria can be met so that the child is able to work on the current year group expectations as soon as possible.

How do we report to parents/carers?

We use the following systems to keep parents informed about their child’s achievement and progress:

Tracking Pupil Progress

We track and record children’s progress against clear Assessment Criteria linked to the National Curriculum. 

The school uses a system to track progress against the new assessment criteria. We use a scoring system that calculates how many of the assessment criteria the child has met. This enables teachers, teaching assistants and SLT to identify steps in learning within the five categories.

How do we test?

Year GroupStatutory TestingInternal Tests/Assessments
Reception At the end of the year, children are assessed against the Early Learning Goals – these are reported at the end of the Reception year.
Reception baseline testing
(upon entry to Reception)
The children are continually assessed against the Early Years Outcomes.
Year 1 Phonics Screening Check  
Year 2
Phonics Screening Check retaken for those children who did not pass in Year 1.
KS1 SATs – Government published tests in Reading, Maths and GPS (grammar, punctuation and spelling)
Formal Teacher Assessment in Writing
 
Year 3  
Published schemes tests for
Reading, GPS and Maths
Year 4  
Published schemes tests for
Reading, GPS and Maths
Year 5  
Published schemes tests for
Reading, GPS and Maths
Year 6
KS2 SATs – Government published tests in Reading, Maths and Grammar, Punctuation and Spelling.
Formal Teacher Assessment in Writing
 

NB The Y6 tests are sent away to be marked. The raw scores will be converted to a scaled score.

How do we test?

SATs assessments at the end of Year 6

In order to be ‘secondary ready’ for High school, a child needs to meet the end of Key Stage 2 expectations. Year 6 children take Statutory Assessment Tests (SATs) in May each year. These tests cover Reading, GPS (Grammar, Punctuation and Spelling) and Maths. Writing is based on teacher assessment, and moderated within school, with staff from other local schools, and the local authority.

SATs assessments at the end of Year 2

Subjects to be tested in the end of Year 2 SATs tests are: Reading, GPS (Grammar, Punctuation and Spelling) and Maths. These tests inform the teacher assessments. Writing is wholly based on teacher assessment, and moderated within school, with staff from other local schools, and the local authority.

Early Years - Nursery and Reception

Baseline Assessments are completed by all Reception pupils on entry using our own assessment materials and observations. 

Children in Nursery and Reception continue to be assessed against the Prime and Specific areas of Learning in the EYFS profile throughout the year.

Assessments are based on daily activities and events. At the end of Reception, for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

Emerging – not yet reached the expected level of development;

Expected – they are at the expected level of development for their age;

Exceeding – beyond the expected level of development for their age.

Children who are attaining expected across a specific selection of these Early Years Outcomes are considered to have achieved a Good Level Of Development.

Children who are presently high attainers (Previously referred to as ‘More Able’ Pupils)

Children who have securely met their end of year objectives, rather than moving on to the next year’s curriculum, will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening and enriching their learning. The depth and application of a child’s learning is an important marker of their achievement and progress.

Children who have Special Educational Needs

Less able children have specific learning plans that are designed to meet their needs. They will be expected to make progress in line with their peers, but they may not, because of their special needs, meet year group expectations. However, our assessment and tracking systems continue to support, challenge and monitor their progress.

Children who are falling behind

Any child who is working below the age-related expectation, is given personalised learning opportunities to help them reach their potential. We have intervention systems that aim to address misunderstandings or difficulties as soon as they arise. Intervention strategies allow children to catch up and achieve any gaps in attainment. Over time, intervention systems and quality first teaching help children with large gaps to make accelerated progress and catch up with their peers.

Key Learning Objectives

Click on the links below to open the Key Learning Objectives for each year group, for Reading, Writing and Maths.