With a focus on end of KS1 statutory assessment (SATS)

Mrs Standage , Mrs Hewitt and Ms Gregory March 2018

To ensure children make progress (by knowing their achievements and what they need to learn next)

To keep an internal track of each pupils achievement

To ensure teachers planning is accurately pitched

To provide information that the Headteacher and Governors can use to make judgements about the effectiveness of teaching and learning in the school

To provide parents with information to enable them to support learning at home

To have a consistent approach that measures pupil achievement against national standards.

Teach

Assess

Plan

Day to day assessment:on-going assessment within lessons to the learning intentions and transferral to the school progress tracking system

Testing:e.g. spellings, tables, awesome addition, Phonics Screening test and test papers for year 2

Summative: Three points through the school year when we assess every child to an overall judgement : end of each term

Statutory: Statutory assessment for children at the end of Reception and Year 2 plus Phonics Screening

A child working at developing/developing+ at the end of the year would be expected to be working at the Nationally expected standard

A child working at embedded/embedded + at the end of the year would be expected to be working above the Nationally expected standard (greater depth)

A child working at beginning would be expected to be working towards the Nationally expected standard

All pupils who have reached the end of year one must take the check (unless they meet the exceptions criteria) . Plus any pupils in year two who were not able to take the test in year one or did not reach the pass mark

The phonics screening check is designed to confirm whether pupils have learnt phonic decoding to an appropriate standard. It will identify pupils who need extra help to improve their decoding skills.

The check consists of 20 real words and 20 pseudo-words that pupils read aloud to the teacher.

There is a specified week in June to administer this test

Head teachers make the final decision about whether it is appropriate for a pupil to take the check

The tests are designed to be used with all pupils who have completed the KS1 programme of study and are working at the overall standard of the tests. This means that if pupils are considered to be able to answer the easiest questions, they should be entered for the test.

If a head teacher decides a pupil shouldn’t take one or more of the tests, they must report this decision to the parents. In all instances the head teacher’s decision regarding participation is final.

A different set of standards (called the interim pre-key stage standard) is used to provide a statutory assessment outcome for pupils that have not completed the programme of study or who are working below the standard of the tests

The tests have to take place in May 2018

The tests can be administered in small groups and 1:1 but can only be taken once

The tests have approximate timings as a guidance but if pupils are obviously struggling with a test, the test can be stopped (for that pupil)

Schools may choose to administer the 2018 KS1 English grammar, punctuation and spelling test and use the result to inform teacher assessment (TA), but there is no requirement to do so.

The KS1 tests consist of:

English reading Paper 1: combined reading prompt and answer booklet

English reading Paper 2: reading booklet and separate reading answer booklet

The tests increase in difficulty as you work through.

Mathematics Paper 1: arithmetic Arithmetic assesses pupils’ fluency in the fundamentals of mathematics, including place value, calculations and fractions. Some questions have grids in the answer or working out spaces. Grids are provided with questions where pupils may benefit from using more formal methods for calculations

Mathematics Paper 2: reasoning

. reasoning assesses pupils’ mathematical fluency by

demonstrating their ability to solve problems and reason mathematically

English writing For 2017 to 2018, revised teacher assessment

frameworks have been introduced in English writing only, which include:

• A more flexible approach – teachers can now use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement of a pupil’s attainment overall being made. The overall standard of attainment, set by the ‘pupil can’ statements, remains the same.

• Revised ‘pupil can’ statements – a greater emphasis on composition, while statements relating to the more ‘technical’ aspects of English writing (grammar, punctuation and spelling) are less prescriptive. All changes are in line with the attainment targets for the key stage 1 programme of study.

Writing Assessment Assessed from a range of independent writing across the curriculum.

Example of expected level of writing

• Teachers must then use the results of the KS1 tests in English reading and mathematics to support their own judgement of how a pupil has performed throughout the key stage

• 25% of schools have to moderated each year by County moderators

• Our teachers attend training and moderation sessions with other schools as well as the moderation we complete within the school

Judgements: working towards the expected standard working at the expected standard working at greater depth within the expected standard

As well as the outcomes from testing judgements should be taken from a broad range of evidence from everyday work in class

The evidence should take into account work from other subject areas other than the one being assessed ( e.g. writing in history/geography)

Thank you for coming along today.

You are welcome to have a look at some sample papers, but they need to remain in school. Thank you.