A guide for Parents and Carers
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Foston and Terrington Primary Schools
Changes to
assessment and
reporting of
children’s attainment
• Along with schools across the nation, we have had
to develop our own assessment format with the
removal of “Levels”.
• As with all new systems in school they need
tweaking in response to external changes and new
knowledge and information gathered throughout an
academic year.
• We have listened to feedback from consultants
(Learning Ladders and FOCUS Education) and
teachers about last year’s system.
Foston and Terrington Primary Schools
First of all…why has assessment been
updated?
Foston and Terrington Primary Schools
What changes have come
from the Department for
Education (DfE)?
National curriculum and assessment from September 2014: information for schools
Foston and Terrington Primary Schools
• “As part of our reforms to the national curriculum, the
current system of ‘levels’ used to report children’s
attainment and progress will be removed from
September 2014 and will not be replaced. By removing
levels we will allow teachers greater flexibility in the way
that they plan and assess pupils’ learning.
• The programmes of study within the new National
Curriculum (NC) set out expectations at the end of each
key stage, and all maintained schools will be free to
develop a curriculum relevant to their pupils that teaches
this content. The curriculum must include an assessment
system which enables schools to check what pupils have
learned and whether they are on track to meet
expectations at the end of the key stage, and to report
regularly to parents.”
Foston and Terrington Primary Schools
How will this change the
assessment and reporting of
children’s attainment?
• With levels now gone, all schools have been given
the freedom to select an assessment procedure that
is clearer for parents and carers.
• As a school we must report back on whether a pupil
is achieving the expectations for the end of each key
stage.
• At Terrington and Foston we have taken this a step
further and have split the national curriculum in to
‘End of Year Expectations’ for English and
Mathematics. This is a list of the key objectives that
pupils need to know by the end of each academic
year.
Foston and Terrington Primary Schools
Moving Assessment at Foston
and Terrington forward
achieve by the end of each academic year in English and Mathematics.
• At parental consultations you will be notified if your child is “on track” to
achieve the Expected grade – along with some areas you can support
your child’s learning at home.
• If you child is NOT “on track” you will be provided with information
about what the school is doing to support your child for the upcoming
term, as well as how you can support your child’s learning at home.
• For your child’s end of year report, you will be given information on: an
assessment of either Emerging (split into 3 stages), Expected or Mastery
based on the percentage of expectations they have met AND suggested
targets to help support your pupil over the Summer break ready for
September and a new set of expectations
• The ultimate aim is by the end of Year 6, is for every pupil to be ready for
Secondary school, by achieving the Year 6 Expected grade.
Foston and Terrington Primary Schools
How will we report back to
parents?
From Year 1 to Year 6, every pupil has a set of ‘End of Year Expectations’ to
• the new curriculum is very challenging. The bar has been raised
for every year group.
• to achieve an ‘Expected’ grade in Year 6, researchers and
educationalists have compared it to an old level 4A/5C. Previously,
a child only had to reach the level 4C threshold to have met the old
national expectations for the end of Key Stage 2.
Foston and Terrington Primary Schools
It is important to note that…
Foston and Terrington Primary Schools
So what will this new
system look like?
Level 6
Level 5a
Level 5b
Level 5c
Level 4a
Level 4b
Level 4c
Level 3a
Level 3b
Level 3c
Level 2a
Level 2b
We moved to a system where pupils are assessed against a
key set of expectations per Year Group. The children are
learning in greater depth and apply their learning to a wide
variety of situations. They are not accelerated through levels,
instead they are developing a deeper understanding and an
ability to apply this understanding across other subjects and
in a variety of situations. At the beginning of each year they
face the challenge of a new set of End of Year Expectations
Emerging
Expected
MASTERY
Year 6
Emerging 1
Year 6
Emerging 2
Year 6
Emerging 3
Year 6
Expected
Year 6 MASTERY
Year 5
Emerging 1
Year 5
Emerging 2
Year 5
Emerging 3
Year 5
Expected
Year 5 MASTERY
Year 4
Emerging 1
Year 4
Emerging 2
Year 4
Emerging 3
Year 4
Expected
Year 4 MASTERY
Year 3
Emerging 1
Year 3
Emerging 2
Year 3
Emerging 3
Year 3
Expected
Year 3 MASTERY
Year 2
Emerging 1
Year 2
Emerging 2
Year 2
Emerging 3
Year 2
Expected
Year 2 MASTERY
Year 1
Emerging 1
Year 1
Emerging 2
Year 1
Emerging 3
Year 1
Expected
Year 1 MASTERY
Foston and Terrington Primary Schools
We move away from an
assessment system that
runs throughout the School
and across Year Groups
where children are
encouraged to accelerate
through the levels.
Foston and Terrington Primary Schools
How will our assessment
system work within each
Year Group?
Achieving a “Mastery” standard for an
expectation? For children to reach the
“mastery” standard for an expectation they
must show continually that:
• They make no mistakes
• They work at a rapid pace
• They can consistently apply that objective
in a range of situations
• They can apply what they know to other
subjects
• They have an “unconscious competence” –
they can do it without thinking
Emerging is split into 3 parts to aid monitoring progress
throughout the early portion of the school year, when
the children are beginning their work towards achieving
a new set of expectations.
Expected is the aim for
children to achieve by the
end of each academic year.
Below the National
Standard
Emerging 1
Emerging 2
Emerging 3
EXPECTED
MASTERY
Exceptional
Children are not
able to access their
age-related
expectations and
are working on
expectations from
previous year
groups
Children are
meeting 50% or
below of the
Expectations
Children are
meeting between
50% and 65% of
the Expectations
Children are
meeting between
65% and 80% of
the Expectations
Children have met
80% to 100% of
the Expectations
and can apply
them to different
contexts.
Children have met
100% of the
Expectations and
25% of the
Expectations are to
a “Mastery”
standard
Children have
completed 100%
of the Expectations
to a “Mastery”
standard. This is
the stage that
describes children
with attainment
significantly
beyond age typical
expectations.
potential progression
throughout the year
Foston and Terrington Primary Schools
All children at the start of each Year begin at
Emerging 1. As they begin to achieve the
objectives for that year, they move towards
‘Expected’. This is the desired grade for the end of
each academic year, to be ready/prepared for the
following Year.
Foston and Terrington Primary Schools
How will Teachers know
which stage my child is at?
• Teachers will keep a running record of children’s understanding of these expectations
• Teachers will make a judgment of when a child has achieved an expectation – adding
notes where necessary
• A percentage can be then calculated of expectations achieved against expectations
needed, to show an assessment of Emerging 1, Emerging 2, Emerging 3, Expected
• If a child completes all the end of year expectations before the end of the year, they begin
to work on the expectations in a variety of situations and settings, where they can apply
their knowledge IN DEPTH – Mastery.
Foston and Terrington Primary Schools
Example – Below is the Year 4 End of Year Expectations for Mathematics
Foston and Terrington Primary Schools
When does this new
assessment and reporting
system begin?
• Since November 2015, with this expected change in mind, the
Foston and Terrington Senior Leadership Team began looking into
the ‘End of Year Expectations’.
• Since the start of last academic year, lessons have been taught to
begin achieving these expectations in line with the new National
Curriculum requirements.
• ‘End of Year Expectations’ have been added to the front of children’s
books, and teachers are beginning to make their judgments.
• At your next parental consultation evening, you will be able to view
your child’s progress towards achieving these ‘End of Year
Expectations’.
• We will update our end of year reports in response to the curriculum
changes and subsequent changes we have made to our assessment
procedures.
• End of Key Stage Expectations For English and Maths will be available
shortly on our website, along with this powerpoint
Foston and Terrington Primary Schools
It is already in place…
Foston and Terrington Primary Schools
What about the new KS1 and
KS2 end of year assessments?
• Tests that are externally set but internally marked
continue as before but with new tests to reflect the new
curriculum from summer 2016.
• The output of the tests will be scaled scores. A scaled
score is defined as ‘a score where 100 will represent the
new expected standard for that stage’. The scaled scores
will inform teacher assessment. Little detail is given
about scaled scores other than pupils with a score of 100
or above will have met the new standard and those with
a score of less than 100 will not. It is not clear how the
scaled score will relate to current measures for KS1.
Foston and Terrington Primary Schools
Key stage 1
• New, more challenging, externally set and marked
national tests will be introduced from 2016 for use at the
end of KS2 in mathematics, reading and GPS. Sampling
tests for science will continue as will teacher
assessments for mathematics, reading, writing and
science.
• The output from the reading, mathematics and GPS
national tests will be scaled scores (similar to Key Stage 1
tests). Parents will receive details of their own child’s
score, the average score for the school, local area and
nationally.
Foston and Terrington Primary Schools
Key stage 2
November 2015
Foston and Terrington Primary Schools
Assessment Changes