Assessment Information Evening

Wednesday 3rd February 2016

Structure of the evening• Updates on ‘Life without levels’• EYFS assessment• Yr 1 and Yr 2 Maths assessment and curriculum

changes• Year 1 phonics screening check• Yr 1 and Yr 2 English assessment and

curriculum changes• Year 2 new statutory assessment tests this year• Interim reports• Questions

‘Life Without Levels’

• Final report of the Commission on Assessment without Levels September 2015

• School data was ‘unreliable’

• Levels were ‘vague and imprecise’ and had been in place since 1988.

• Levels could hide gaps that pupils had in their knowledge and understanding.

• The new system is totally personalised to each child where every single skill within each subject is assessed – therefore empowering teachers, pupils and parents.

New curriculum• In 2014/15 a new national curriculum framework was introduced by the Government for Years 1, 3, 4 and 5.

•However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year.

• In 2015/16 children in all years at Key Stage 1 and 2 are expected to now study the new national curriculum.

• KS1 (Year 2) and KS2 SATs (Year 6) will reflect the new curriculum for the first time this year.

Tracking

• We are ensuring that the demands of the new curriculum are evident in our teaching.

• We are tracking children carefully to ensure that they are making the expected progress.

• We are ensuring that Y1 and Y2 are being tracked back from last year to ensure progress for all.

• We are using the language of emerging, expected and secure this stage.

EYFS assessment

Why do we assess in EYFS?

• Support and extend learning• Inform next steps • Ongoing observations give us a good

knowledge of the children and their individual needs

• Enables us to monitor our coverage of the early years curriculum

• Track children’s progress throughout the foundation stage - working towards the early learning goals

How do we assess in EYFS?

• Formative (ongoing) throughout the foundation year

• Observations, Adult initiated activities and Child initiated activities

• Formal - baseline and EYFS profile • Across a range of different contexts of the 7

areas of learning

Observations - Child initiated

• 2simple • Use a photo of the learning • Add the learning experience• Link to the relevant curriculum area• Set next steps

• Use these in children’s learning journeys• Monitored for curriculum coverage• Children are accessing all areas of provision

Adult initiated

• Input sessions - whole class, split, individual • Activity to practise newly learnt skills or

knowledge• Evidence in learning journeys • Verbal feedback• Next step marking

Adult led• The continuous provision is across both Rainbow

classrooms, the shared area and outside.• 17 activities set up weekly. These are created around the

children’s interests and their next steps. They also support taught input sessions.

• All continuous provision planning contains the school curriculum drivers and is influenced by the children’s needs.

• Independent activity to extend and develop formal understanding from formal teaching.

• This allows us to assess whether children have:• Embedded new learning • Have any misconceptions that can then be addressed • Areas of extension or challenge to inform following weeks

planning

What do we assess?

Developmental month bands

22-36 months30-50 months40-60 monthsEarly Learning Goal

Developmental month bands

22-36 months30-50 months40-60 months

Early Learning Goal

Emerging, Developing, Secure

What do we expect?

• DFE - A good level of development = at least expected in the prime areas of learning, maths and literacy.

• Expected level by the end of foundation stage means children reaching their early learning goals.

• 17 early learning goals in total.

What to expect when

http://www.foundationyears.org.uk/files/2015/03/4Children_ParentsGuide_2015_WEB.pdf

EYFS Profile

• Statutory assessment completed at the end of the early years foundation stage.

• Emerging/ Expected/ Exceeding judgement along with a written comment for each 17 areas of learning.

• Teacher assessment • Moderated externally

Year 1 and Year 2 assessment in maths and

curriculum changes

Mathematics

The New Curriculum Year One:

What has been removed? What has been added?

Data handling/statistics Counting and writing numerals to 100

Describing patterns Write numbers in words up to 20

Describing ways of explain problems and explaining choices.

Number bonds secured to 20

Use of vocabulary such as equal, more than, less than, fewer etc.

Year Two MathsWhat has been removed? What has been added?

Rounding 2 digit numbers to the nearest 10. Solving problems with subtraction

Halving/Doubling no longer explicitly required Finding/writing fractions of quantities (length)

Using list/tables/diagrams to sort objects. Adding two 2-digit numbers

Adding three 1-digit numbers

Demonstrating commutative law for + and x

Describing properties of shapes (vertices etc.)

Measuring temperature in degrees Celsius

Tell the time to the nearest five minutes

Make comparisons using < > = symbols

Recognise £ p and solve money problems

Maths assessmentChildren will be assessed as emerging, expected or secure according to where they should be at that point in the year.

Each term the children will complete assessment activities on aspects of the curriculum which they have covered that term.

A judgement will be then made based on the assessment tasks and the teacher’s assessment throughout the term as to whether the children are emerging, expected or secure in their year group.

This assessment will be recorded on SIMS and continuous tracking of progress monitored.

Please see the handout provided to explain the expectations for each year group.

Year 1 Phonics Screening Check

What is Phonics? Children begin to learn phonics (sounds) in Early Years, both Nursery and Reception.

Once children begin learning sounds, they use this knowledge to read and spell words. Children can then see the purpose of learning sounds. For this reason, the first initial sounds that are taught are ‘s’, ‘a’, ‘t’, ‘p’, ‘i’, ‘n’.

These can immediately be blended for reading to make simple CVC words (consonant, vowel, consonant) e.g. sat, pin. Children then develop segmenting for writing skills; breaking the word into sounds to spell it out.

What is the Phonics Screening Check?

Children in Year 1 throughout the country will all be taking part in a phonics screening check during the same week in June. Children in Year 2 will also take the check if they did not achieve the required result when in Year 1, or they have not taken the test before.

The phonics screening check is designed to confirm whether individual children have learnt sufficient phonic decoding and blending skills to an appropriate standard.

What will happen in the test?

The test contains 40 words.

Each child will sit one to one and read each word aloud to their teacher.

The test will take approximately 10 minutes per child; although all children are different and will complete the check at their own pace.

The list of words the children read is a combination of 20 real words and 20 pseudo words (nonsense words).

Pseudo words

The pseudo words will be shown to your child with a picture of an alien. This provides the children with a context for the pseudo word which is independent from any existing vocabulary they may have.

Pseudo words are included because they will be new to all pupils; they do not favour children with a good vocabulary knowledge or visual memory of words.

Examples

Reporting to Parents

• By the end of the Summer term all schools must report their child’s results to parents.

• We will confirm if the child has met the standard threshold.

• Children who do not achieve the expected level will retake the test when they are in Year 2.

How can you help at home?

• Play lots of sound and listening games with your child.

• Read as much as possible to and with your child.

• Encourage and praise – get them to have a ‘good guess’.

How can you help at home?

• If your child is struggling to decode a word, help them by encouraging them to say each sound in the word from left to right.

• Blend the sounds by pointing to each letter, e.g. /c/ in cat, or the letter group, e.g. /ng/ in sing. Next move your finger under the whole word as you say it.

• Discuss the meaning of words if your child does not know what they have read.

Year 1 and Year 2 assessment in English and

curriculum changes

SPaG – spelling, punctuation and grammar• The New National Curriculum places a greater emphasis on

the teaching and assessment of Spelling, Punctuation and Grammar in Key Stage 1.

• Children now complete an assessment of this at the end of Key Stage 1 (Year 2)

• Therefore, focused teaching of this needs to begin in Year 1.• Sky and Sunshine classes now have a specific SPaG lesson

on a Monday, focusing on a particular objective to be applied throughout the week in the children’s writing.

• These objectives will then be revisited and revised frequently.

• Our daily phonics sessions also cover the spelling objectives.• The following is a summary of the concepts and vocabulary

which are introduced in each year group.

SPaG Year 1• Word Regular plural noun suffixes –s or –es [for example, dog, dogs;

wish, wishes], including the effects of these suffixes on the meaning of the noun

• Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

• How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]

• Sentence How words can combine to make sentences • Joining words and joining clauses using and • Text Sequencing sentences to form short narratives • Punctuation Separation of words with spaces • Introduction to capital letters, full stops, question marks and exclamation

marks to demarcate sentences • Capital letters for names and for the personal pronoun I

Terminology for pupils letter, capital letter, word, sentence

singular, plural punctuation, full stop, question mark, exclamation mark

SPaG Year 2• Word Formation of nouns using suffixes such as –ness, –er and by compounding [for

example, whiteboard, superman] • Formation of adjectives using suffixes such as –ful, –less • Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn

adjectives into adverbs • Sentence subordination (using when, if, that, because) and co-ordination (using or,

and, but) • Expanded noun phrases for description and specification [for example, the blue butterfly,

plain flour, the man in the moon] • How the grammatical patterns in a sentence indicate its function as a statement,

question, exclamation or command • Text Correct choice and consistent use of present tense and past tense throughout

writing • Use of the progressive form of verbs in the present and past tense to mark actions in

progress [for example, she is drumming, he was shouting] • Punctuation Use of capital letters, full stops, question marks and exclamation marks to

demarcate sentences • Commas to separate items in a list • Apostrophes to mark where letters are missing in spelling and to mark singular

possession in nouns [for example, the girl’s name]

• Terminology for pupils statement, question, exclamation, command compound, suffix

noun, noun phrase, adjective, adverb, verb tense (past, present), apostrophe, comma

Writing Y1Vocabulary, Punctuation and Grammar• I can leave spaces between words• I can join words and clauses using ‘and’• I can begin to punctuate sentences using a capital letter and full stop, question mark or exclamation

mark• I can use a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’• I can sequence sentences to form short narratives• I can discuss what I have written with my teacher or friendsSpelling• I can spell words containing each of the 40+ phonemes already taught• I can spell common exception words• I can spell the days of the week• I can name the letters of the alphabet in order• I can distinguish between alternative spellings of the same sound• I can use the spelling rules for adding –s or –es as the plural marker for nouns and the third person

singular marker for verbs• I can use the prefix un- accurately• I can use –ing, -ed, -er, -est where no change is needed in the spelling of the root wordHandwriting and Presentation• I can sit correctly at the table, holding a pencil comfortably and correctly• I can begin to form lower case letters in the correct direction, starting and finishing in the right place• I can form capital letters• I can form digits 0-9• I can show through discussion which letters belong to which handwriting families, letters that are

formed in similar ways

Writing Y2Vocabulary, Punctuation and Grammar• I can use some features of written Standard English• I can use subordination (when, if, that, because) and co-ordination (or, and,but)• I can use sentences with different forms – statement, question, exclamation and command• I can use expanded noun phrases to describe and specify• I can use the present and past tenses correctly and consistently including the progressive form• I can use and understand grammatical terminology when discussing my writing• I can use full stops, capital letters, question marks and exclamation marks• I can use commas for lists and apostrophes for contracted forms and the possessiveSpelling• I can segment spoken words into phonemes and representing by graphemes, spelling many correctly• I can learn new ways of spelling phonemes for which one or more spellings are already knows and

learn some words with• each spelling, including a few common homophones• I can learn to spell some common exception words• I can spell some words with contracted forms• I can use the possessive apostrophe correctly• I can distinguish between homophones and near-homophones• I can add suffixes –ment –ness –ful –less –ly to spell words• I can write simple sentences dictated by the teacher that include words using the GPCs, common

exception words and punctuation taughtHandwriting and Presentation• I can form lower case letters of the correct size relative to one another• I can start using some of the diagonal and horizontal strokes needed to join letters and know when

to leave letters unjoined• I can write capital letters and digits of the correct size, orientation and relationship to one another

and to lower case letters• I can use spacing between words that reflects the size of the letters

I can write with a joined style that is neat, regular and fluent

Reading criteria Y1• Read accurately by blending known GPCs (Grapheme Phoneme

Correspondences ie: sounds!)• Read common exception words (high frequency words)• Read common suffixes (-s, -es, -ing, -ed, -er)• Read multi-syllable words containing known GPCs• Read contractions (don’t, isn’t) and understand use of apostrophe• Recognise and join in with predictable phrases• Link what they have read to their own experiences• Correct inaccurate reading by checking for sense• Discuss the significance of title and events• Make inferences on the basis of what is said and done• Make predictions based on reading so far• Participate in discussion about what is read, taking turns and listening to

what others say

Reading criteria Y2• Read accurately by blending, including alternative sounds for graphemes• Read multi-syllable words containing known graphemes• Read most words quickly and accurately without overt sounding and

blending• Discuss and express views on a wide range of poetry, stories and non-

fiction• Recognise simple recurring literary language in stories and poetry• Check that the text makes sense to them as they read and correct

inaccurate reading• Discuss and clarify the meanings of words• Discuss the sequence of events in books• Make inferences on the basis of what is being said and done• Ask and answer questions about a text• Predict what might happen based on reading so far• Explain and discuss understanding of a range of reading

Speaking and ListeningKey Stage 1• Listen and respond appropriately to adults and their peers• Speak audibly and fluently with an increasing command of standard

English• Ask relevant questions to extend their understanding and knowledge• Articulate and justify answers, arguments and opinions• Use relevant strategies to build their vocabulary listen and respond

appropriately to adults and their peers• Participate in discussions, presentations, performances, role play and

improvisations • Give well structured descriptions, explanations and narratives for different

purposes• Gain, maintain and monitor the interest of the reader• Participate in discussions, presentations, performances, role play,

improvisations and debates

Year 2 statutory assessments

Year 2 statutory assessments

At the end of Year 2, children will take assessments in:

•Reading;

• English grammar, punctuation and spelling;

•Maths.

The tests are due to take place in May.

• The tests will be carried out in small groups or as a whole class where this is more practical. Children will be encouraged to do their best and not to worry. Children will be used to carry out these style of assessments as we do these each assessment week.

• The tests will be used to inform my end of year teacher assessment levels.

Scaled scores

• It is planned that 100 will always represent the ‘national standard’.

• A child awarded a scaled score of 100 is judged to have met the ‘national standard’ in the area judged by the test.

• A child awarded a scaled score of more than 100 is judged to have exceeded the national standard and demonstrated a higher than expected knowledge of the curriculum for their age.

• A child awarded a scaled score of less than 100 is judged to have not yet met the national standard and performed below expectation for their age.

• Parents will be informed of how the Y2 children performed at the end of the year.

Reading testThe Reading Test consists of two separate papers:

• Paper 1 – Contains a selection of texts totalling between 400 and 700 words with questions about the text.

• Paper 2 – Contains a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers to questions about the passage in a separate booklet.

• Each paper is worth 50% of the marks and should take approximately 30 minutes to complete, although the children are not being assessed at working at speed so will not be strictly timed.

• The texts will cover a range of poetry, fiction and non-fiction.

• Questions are designed to assess the comprehension and understanding of a child’s reading.

• Some questions are multiple choice or selected response, others requireshort answers and some require an extended response or explanation.

Writing test

• There is no longer an independent piece of writing that is assessed in May

• Children are assessed on their spelling, punctuation and grammar

• There will be 2 papers• Paper 1: Spelling (20 marks)• Paper 2: Questions (20 marks)

Maths test

Children will sit two tests: Paper 1 and Paper 2:

• Paper 1 is for arithmetic, lasting approximately 25 minutes and worth 25 marks. It covers calculation methods for all operations.

• Paper 2 is for resaoning, covers problem solving, reasoning and mathematical fluency, lasts for approximately 35 minutes and is worth 35 marks.

Maths test examples

Interim Reports• These will be sent out on Friday 4th March

• They will reflect where your child is at this half way point in the school year

• They will tell you if you child has made progress since the last assessment week and is on track to make the expected progress for their year group.

• Please remember all children progress at different rates and this progress isn’t always a straight line

• Remember to come and ask if you have any concerns at all.

• Parents Evenings will follow the following week.

• We will hold pupil progress meetings in school to discuss the whole class and how we can support children who need more support in certain areas.

Any questions?