If you are looking for primary education in Doncaster, look no further than St. Alban's, Denaby Main.
Measuring children’s progress
Children are no longer measured in levels of progress; instead their progress is measured within discreet age-related year group bands. The specific objectives are organised as a set of progressive statements (Steps) with Key Primary Indicators (KPIs) for each year group. There are six age-related steps and associated learning statements in each year group against which pupils are assessed. This means children are now assessed during and at the end of each year against specific national curriculum age-related objectives and judged to be Entering, Expected or Exceeding within their age-related year group band.
The range of objectives set out in the new primary curriculum is complimented with guidance suggesting topics and themes that can be taught to achieve the intended learning outcomes. However, schools can use their professional judgement to develop a curriculum that meets the needs of children. This may include researching aspects of local history or studying geographical features that occur within the locality. Crucially the curriculum is concerned with children achieving intended learning objectives, thus equipping them with the knowledge and understanding to make good progress within their year group band.
By introducing a curriculum that is assessed without levels, greater emphasis is placed on developing thinking skills within age appropriate situations. The idea is for children to deepen their understanding of what they are learning, create opportunities for children to develop and use reasoning skills and encourage children to consider ways to find solutions to solve problems more frequently. This approach to learning is termed ‘Mastery’. Teaching and learning is charged with equipping children with the knowledge, skills and confidence to master their subjects, and to learn through open-ended activities, investigation and enquiry.
Consequently, to reflect this mastery of learning, progress must be measured more broadly rather than through the narrow vertical ladder of levels. By considering depth of knowledge and understanding when making assessment judgements children are recognised for mastering their craft.
At St. Alban’s we are keen to ensure this move to assessment without levels continues to track children’s progress accurately. The staff team work together to moderate and agree judgements to ensure school assessment data is precise and truly reflects each child’s learning journey. We are confident that teacher judgement about children’s progress accurately reflects achievements. In St. Alban’s we use Sheffield STAT and EMagz to support assessment and track children’s progress, individually and as groups.
If you would like further information please follow the LINK or arrange an appointment with your child’s class teacher :
STATUTORY ASSESSMENT 2016
The Early Years Foundation Stage (EYFS) sets the standard that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
Source DfE Statutory Framework for EYFS
Q. Will the result of the spelling, punctuation and grammar test ever be incorporated into the attainment floor standard?
The attainment standard from 2016 will be based on the proportion of pupils reaching the new expected standard in all of reading, writing and mathematics. To reach the new expected standard, each pupil will be required to attain a scaled score of 100 or more in the tests in each of reading and mathematics, as well as being assessed by their teacher as reaching the new expected standard in writing. A school will be above the attainment floor if 85% of pupils reach the new expected standard in each area.
Grammar, punctuation and spelling test will be used to inform teacher assessment of writing but will not form part of the floor standard measure.
Q. What is the DfE’s reasoning for measuring children’s progress in a junior school from KS1 to KS2 and not using the baseline?
The DfE wants to be able to measure the progress pupils have made in their time at a school. They do not see that it is fair to hold a junior school to account for the progress that was made during KS1 at an infant school.
Performance descriptors and Tests at Key Stage 1 and Key Stage 2
Q Will the grammar, punctuation and spelling test for key stage 1 be internally marked?
Yes, all key stage 1 tests will be internally marked.
Q Will there be new tests for key stage 1 each year?
Yes, it will be a new test each year. There will be a test month and materials will need to be stored securely from receipt and for the entire test month. Schools may decide when to administer the test within that month.
A score of 100 will be meeting the expected level.
Q Is there any indication of the ‘range’ of the scaled score? Q What is a ‘high’ score likely to be?
The range of the scale cannot be determined until the first new tests are taken in 2016. A high score cannot be determined until the first new tests are taken in 2016.
Q Will the requirement to retake the phonics screening check in year 2 remain for children who did not meet the expected level in year 1?
The requirement will remain.
Assessment of speaking and listening
There is no performance descriptor for speaking and listening at Key Stage 2.
Q Will there be a requirement to teacher assess speaking and listening in KS2?
Speaking and listening will not be subject to a stand alone teacher assessment in key stage 2 but will be included in the other subjects where relevant, for example in reading.
Assessment of writing at key stage 1 and 2
Q How will writing be assessed?
Writing will be teacher assessed and the teacher assessment