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Assessment Without Levels

Please find information on our new assessment criteria below.

Dear Parent / Carer,

We are currently in a changing world of assessment in schools. Many of the objectives in the old curriculum have shifted to lower year groups in the new, more rigorous curriculum. 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, and in this way, it is a very positive change. We see this as an exciting opportunity to review our assessment and reporting systems in order to create a more holistic approach that makes sense to pupils, parents and staff.

 

At the start of each year group, the majority of children will be emerging in their year group’s objectives as they are being judged against the End of Year statements. As the year progresses the children will then be assessed as to whether they have a developing and then a secure understanding of these objectives. In some cases children may develop a very deep understanding of their year group objectives and they will be assessed as mastery level.

More Able Children

For children who have securely met their end of year objectives, they will be assessed as securing  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.

Less able and children with SEN

Less able children have specific learning plans that will meet their needs. They may not, because of their special needs, meet their own year group objectives. We do, however, have assessment and tracking systems that support, challenge and monitor their progress.

 

What does this mean for my child?

A child who for example is in Y2 and is working at age related expectations will be assessed as :

By the end of the autumn term: emerging towards achieving Y2 objectives (2e, 2e+)

By the end of the spring term: developing towards achieving Y2 objectives (2d,2d+)

By the end of the summer term: secure of the Y2 objectives (2s, 2s+)

By the end of the summer term if a child has achieved a deep understanding of their year group objectives they will be assessed as (2m,2m+)

   The same terminology is used in years 1-6.

 

TERMINOLOGY

WHAT DOES IT MEAN?

WHEN IS IT EXPECTED?

 

Emerging

yet to be secure in the end of year expectations

as expected by end of autumn term IN THE CHILD’S CURRENT YEAR* GROUP

 

Developing

secure in the majority of end of year expectation

as expected by end of spring term IN THE CHILD’S CURRENT YEAR GROUP*

 

     Secure

 

 

secure in almost all the end of year expectations and is able to use and apply their knowledge and skills confidently

 

as expected by end of summer term IN THE CHILD’S CURRENT YEAR GROUP*

Mastery

 if a child has developed

a deep understanding of the year group objectives this will be identified as having reached the  Mastery level).

 

A child has a deep understanding of the programmes of study for  his / her year group*

 

*Less able and SEN may not be working at their year group’s expectation

Early Years- Reception

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

Assessments will be 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:

Emerging – not yet reached the expected level of development

Expected- reaching an expected level of development

Exceeding – beyond the expected level of development for their age

How do we report to Parents

We use the following systems to keep parents informed about their child’s achievement and progress:

•        End of school year annual reports July

•        Parental Appointments, October and March

•        Meetings arranged as appropriate where concerns or worries have arisen

 

I hope this information has helped you to understand assessment in our school. If you would like any further information, please ask your child’s class teacher or the Headteacher / Deputy Headteacher. We will be happy to help.

 

S.McBeth

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