At Courtney Primary, we have now moved away from the old system of 'levels' and are working with a new system based on Age Related Expectations. This is a brand new system which we started to use in September 2015.
With only a few exceptions, each teacher will be planning and assessing work in Reading, Writing and Maths based on 'Age Related Expectations' (AREs). Throughout the year, the progress against these AREs will be assessed and moderated with the aim of securing the learning within as many strands as possible.
Each child will be given a percentage % score which will be shared with parents/carers at the end of the year.
For example, a Year 4 child will have studied Year 4 AREs and their level will be recorded as the % of statements that have been secured. So 4.65 means that a child has secured 65% of the Year 4 curriculum.
In Reading we will be using the Rising Stars progress tests for the new curriculum at the end of each term. These results will be monitored using the results tracker.
End of Key Stage Tests
In May, the chidlren in Year 2 and in Year 6 will be tested using statutory test papers. Again, these will be new to fit in with the new ARE statements and the raised expectations of the new curriculum. The government have yet to finalise details but we expect Year 6 test results to be reported, and Year 2 test results to be used to inform teacher assessments.
For KS1 children, EYFS results will inform the target setting process this year. All teachers will set attainment targets for each child based on how they performed at the end of EYFS. In KS2, attainment targets will be set based upon a child’s KS1 results, eg: if a child met national expectations at the end of KS1 then they will be expected to meet national expectations in their current year group. This is a challenging target as there are higher expectations with the new curriculum.
Data analysis will be carried out using SIMs. We are expecting staff to take on a wider role in the analysis of their own class data this year. Once the first assessments have been entered onto SIMS at the end of term 2, teachers will meet with senior leaders to discuss progress and actions needed as a result of their analysis. The Assessment Leader (currently the Headteacher) will track and analyse cohort and whole school data.
Two useful documents which we use to analyse end of key stage attainment and progress and phonics results are:
1. RaiseOnline produced by the government in October
2. The School Profile produced by South Glos in September
In our Reception class we use the 2Simple software programme to track and record progress against the Early Learning Goals. This programme allows photographs and other evidence to be collected. Parents/Carers will receive a PDF file of this by email, three times a year.
This evidence will be used by the teachers to plan for 'next steps' so that the learning can be challenging in all 17 areas.
As you may be aware, the government is introducing a new baseline assessment test in September 2016. This year, we opted to take part in the trial tests so all children in reception will have been assessed using the new Early Excellence baseline assessment tests during term 1.
ThEYFS staff will ensure that this information is used to successfully inform our current form of baseline data which is recorded on our SIMS data management system.
The EYFS end of year outcomes will be used to inform our Key Stage 1 teachers of expected Age Related Expectations % targets for the end of Year 1 and 2.
We are in the very fortunate position of being able to moderate our judgements not only within school but also with the six other schools which are part of our Alliance. INSET days and joint staff meeting times are being used to facilitate this, as well as Subject Leaders being able to meet.