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Assessment Without Levels 2017-11-25T14:11:00+00:00

Assessment Without Levels

Although there are no changes to the current assessment in Early Years, We have recently been through a big change in the national curriculum with the ‘new’ curriculum having a very different content to the ‘old’ curriculum.

Many of the objectives in the old curriculum have shifted to lower year groups due to the demands of the curriculum. At Quwwat ul Islam Girls’ school we have moved, under government direction, to a system which removes the assessment grades that have been with us for many years.

This new assessment system is known as Assessment Without Levels. In the past, assessment levels (2a, 2b, 2c, for example) have had no direct correlation to the curriculum. The ‘new’ assessment system is now directly linked to year group national curriculum objectives.

What does this mean for you as a parent?

Assessment is ongoing, lesson by lesson/week by week, but we collect assessment data formally three times a year prior to Parent Meetings so that we can update you on the progress your child has made.

We have grouped the year group targets in to stages – a stage per year group. The children will be assessed against these targets during the year. At Parent Meetings your child’s class teacher will be able to report to you as to how they are progressing within the ‘age related expectations’.

We will use the same terminology for every year group from Y1 up to Y6.

Terminology What does it mean?
Taught/Emerging Yet to be secure in the end of year expectations
Working within/Developing Secure in the majority of end of year expectations
Met /Secure Secure in almost all of the end of year expectations and is able to use and apply their knowledge and skills confidently
Exceeding/Mastery Exceeding in all end of year expectations

If a child has developed a deep and thorough understanding of the year group objectives.

What does this mean for your child?

A child who is in Y2 and is working at age related expectations will be:

By the end of the autumn term: taught/emerging towards achieving Y2 key objectives
By the end of the spring term: working within/developing towards achieving Y2 key objectives
By the end of the summer term: met/exceeding the Y2 key objectives

At the end of the year the teacher will report on the attainment (what they have achieved at that point) as well as the progress they have made (how they have progressed from their starting point).

Testing in School

Year Statutory Testing Internal Assessment
Reception End of year assessment against the Early Learning Goals Baseline Assessments plus termly assessments
Y1 National Phonics Test Ongoing teacher assessment using Classroom Monitor plus termly tests
Y2 End of year Standard Assessments (SATs) in Reading, Writing, Grammar, Spelling & Punctuation and Maths. Ongoing teacher assessment using Classroom Monitor plus termly tests
Y3 None Ongoing teacher assessment using Classroom Monitor plus termly tests
Y4 None Ongoing teacher assessment using Classroom Monitor plus termly tests
Y5 None Ongoing teacher assessment using Classroom Monitor plus termly tests
Y6 End of year Standard Assessments (SATs) in Reading, Writing, Grammar, Spelling & Punctuation and Maths. Ongoing teacher assessment using Classroom Monitor plus termly tests

Reporting to Parents

We will continue to report to parents in the usual way – autumn and spring term at Parent Meetings and the summer term through the annual Pupil Report.

For Y1, parents will be advised as to the result of their phonics test for their child and Y2 children will be given their Teacher Assessment for the end of KS1.

For children in Y6 the reporting arrangements are different. This year each child will be given a Teacher Assessment (record of the standard the child has been working at in class) as well as the national test result. This year this will be in the form of a score. It has been confirmed by the government the scores will be classed as ‘above national standard’ or ‘below’ but the average point will be 100. Each child will be given this in the following areas – Reading/Spelling, Punctuation and Grammar/and Maths.

Early Years –  Reception

Reception will continue to be assessed against the Prime and Specific areas of learning in the EYFS profile. 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:

In line with Classroom Monitor we will use the following terminology when reporting to parents.

Terminology What does it mean?
Almost/Emerging Your child has not yet reached the expected level of development
Met/Expected Your child is at the expected level of development for their age
Exceeding Your Childs attainment is beyond the expected level of development for their age

More Able Children

For children who have securely met their end of year objectives, they will be assessed as exceeding or mastering the objectives for their age group. Rather than moving on to the next year’s curriculum, these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.  The depth and application of a child’s learning is an important marker on their achievement and progress.

Less Able Children

Less able children have specific learning plans that will 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 objectives. We do, however, have assessment and tracking systems that 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 objectives to help them reach their potential. We have daily intervention groups in place that aim to address difficulties as they arise. Over time, intervention strategies and high quality teaching help children with large gaps to make accelerated progress.

Year Expectations

As mentioned above, we have grouped the year group targets in to stages – a stage per year group. The children will be assessed against these targets during the year. Class teachers will be able to report to you as to how children are progressing within the ‘age related expectations’.

Mathematics

Stage 1 – Maths Expectations
Stage 2 – Maths Expectations
Stage 3 – Maths Expectations
Stage 4 – Maths Expectations
Stage 5 – Maths Expectations
Stage 6 – Maths Expectations

Reading

Stage 1 – Reading Expectations
Stage 2 – Reading Expectations
Stage 3 – Reading Expectations
Stage 4 – Reading Expectations
Stage 5 – Reading Expectations
Stage 6 – Reading Expectations

Writing (including Grammar and Punctuation)

Stage 1 Writing Expectations
Stage 2 Writing Expectations
Stage 3 Writing Expectations
Stage 4 Writing Expectations
Stage 5 Writing Expectations
Stage 6 Writing Expectations

Spelling

Stage 1 – Spelling Expectations
Stage 2 – Spelling Expectations
Stage 3 – Spelling Expectations
Stage 4 – Spelling Expectations
Stage 5 – Spelling Expectations
Stage 6 – Spelling Expectations