Assessment and Accountability
Tony Draper-Immediate Past President
November 2016
The
existing statutory two-year-old progress
check undertaken in early years settings;
A short reception baseline (or not) that sits
within the assessments that teachers make of
children during reception;
A phonics check near the end of year 1.
Retakes for children in Year 2 who didn’t achieve
the required standard.
2
Teacher
assessment at the end of key stage 1
in mathematics; reading; and, writing, informed by
pupils’ scores in externally-set but internallymarked tests (writing partly informed by the
grammar, punctuation and spelling test); and
teacher assessment of speaking and listening and
science;
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national tests at the end of key stage 2 in:
mathematics; reading; grammar, punctuation
and spelling; and a teacher assessment of
mathematics, reading, writing, and science.
Interim End of Key Stage Standards.
Introduction of different tests for each year at
GCSE for the next 4 years.
Current Y8 will be first year to sit the
compulsory Baccalaureate.
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Submission date for Teacher Assessment June
29. Can change data up to this point.
At least 48 hours notice of moderation visit.
No need to use tick list or exemplification
materials.
No requirement for pupil data in advance.
Child must consistently demonstrate attainment
(not can do 100% of the time)
Moderation a dialogue-Professional judgement
sufficient.
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A full review of assessment and accountability
conducted in partnership with the profession.
A moratorium on the introduction of further high
stakes tests, including the year seven resit and
the use of KS1 test data in league tables.
A replacement for the mess of writing teacher
assessment, including consistent moderation
Modify ‘secure’ fit for writing teacher
assessment.
An end to the KS1 SPAG test
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Revisions to the design of the KS2 reading
test.
Full engagement on any future baseline
assessment.
Publication of the Rochford review for children
working below the national curriculum.
A halt to intervention, action or ranking based
on this year’s meaningless data.
Fair benchmarks for junior and infant schools.
Progress measure-how does it work?
Alongside
peers in school
Stage 2
-1
+2
+3
Child brings
his +1 score
with him
+2
Add all the Y6
progress scores
together & divide by
the number of pupils
to give mean score
of +1.
Pupils in this school
made slightly more
progress than those
with similar starting
points in other
schools
+2
+2
-2
+3
-3
-2
Other schools with similar
starting points
+2
+6
0
+2
+1
+1
-4
-2
+2
0
Parents can compare schools to see where
pupils with similar starting points make
more or less progress
Govt set the definition of sufficient
progress after tests were taken-school
should have a score of at least -5 in Reading
and Maths and -7 in Writing.
Floor
Standard
Expected
Progress
Following representations from
NAHT
• The Primary Floor Standard for external
intervention remains at 65%.
An all-through primary school will be above the coasting standard
if:
•
pupils make sufficient progress at key stage 2 from their starting
point at the end of Key Stage 1; or,
•
85% or more of pupils meet the expected standard at the end of
key stage 2.
A junior or middle school will be above the coasting standard if:
•
pupils make sufficient progress at key stage 2 from their starting
point at key stage 1; or,
•
85% or more of pupils meet the expected standard at the end of
key stage 2.
There can be no Coasting Schools until December
2016
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
“When a measure becomes a
target, it ceases to be a good
measure”
Schools will be required to publish a suite of indicators
of performance on their website in a standard format:
the
average progress made by pupils in reading, writing
and mathematics;
the percentage of pupils achieving the expected standard
in reading, writing and mathematics at the end of key stage
2;
the average score of pupils in their end of key stage 2
assessments; and,
the percentage of pupils who achieve a high score in all
areas at the end of key stage 2.
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RSC’s and LA’s will consider when issuing a
warning notice or not:
Performance
trends-a sudden drop or a sharp
upward trajectory;
2016 only-If the performance has dropped below
floor standard based on Writing alone, and in
absence of any other factors, LA or RSC should
not issue a warning notice except where the extent
of the change in performance cannot be explained
by the impact of changes to primary assessment
arrangements in this transitional year;
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NAHT not opposed to voluntary academy
conversion
Resources
& capacity to enforce the plan unclear;
Inadequate detail about the shape of the support
system;
Seek to build strong local collaboration;
Do not initiate plans to convert against your will;
Deadline 4 years time-beware externally imposed
artificial deadlines and MAT’s seeing commercial
opportunity;
Capacity of LA’s to support diminished;
Some LA’s may seek to establish trusts with their
schools;
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Collaboration provides ability to commission and
share services, by doing this you can,
Preserve
what you value about the current local
arrangements;
Work in partnership with trusted LA staff;
Develop and embed the ethics that should govern the
education system-principles of public service, integrity
and collaboration;
Support colleagues and protect yourself from
isolation;
This type of model can survive and adapt to the
changes that may come;
Communicate plans with colleagues and the
community;
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If every school in the country became an
academy tomorrow, the performance of the
education system would be unchanged; the
gap between advantaged and disadvantaged
pupils would remain the same. Simply
removing schools from local authority control,
without considering new frameworks of support
that must surround them will solve nothing by
itself.
Thank you
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