This document summarizes information provided at an assessment information evening at Aston Rowant C of E School. It discusses how the school assesses students daily and tracks their progress against new curriculum standards. It provides details on end of key stage assessments and how results will be reported going forward. The school emphasizes the importance of parental support at home in areas like times tables practice to help students meet the high standards.

2. Aston Rowant C of E School
Assessment Information Evening
March 2nd 2016

3. New Curriculum Sept 2014
• New more challenging curriculum introduced Sept 2014.
• As part of the reforms to the national curriculum, the system of
‘levels’ used to report children’s attainment and progress was
removed from September 2014 and will not be replaced. By
removing levels teachers gain greater flexibility in the way that
we plan and assess pupils’ learning. Schools are given a greater
autonomy in how this is done.
• However, there are government requirements which state that a
school’s curriculum must include an assessment system which
enables teachers to check what pupils have learned in each lesson
and whether they are on track to meet expectations at the end
of the key stage.

4. How do we assess children’s learning everyday at
Aston Rowant?
• We have been assessing against the Government’s age related targets since
Sept 2014 with the expectation that all children meet each objective.
• We use our medium and long term planning overviews to assess each child
against each lesson’s success criteria.
• Each child has personalised targets to work towards the standard. We are
currently updating them for this term.
• We keep records to show which children met the expectation with support,
independently or with a greater depth of understanding. This is then fed
back into our lesson planning.
• At the end of each term we then track which children have met each
objective. Given that all objectives should be met by the end of the year the
bar is very high.
• We also have assessment week each term where we use Reading and Maths
tests to assess progress.

5. How does this inform our whole School
Development Plan?
• I am current tracking individuals and groups of children
termly to identify trends.
• The Government’s floor standard for whole school
attainment at the end of Key stage 2 is 65% .
• This means that we need to have at least 65% of children
achieving the national standard across all Writing. Reading.
SPaG and Maths.
• Given that we have very small cohorts each child’s
percentage weighting is very high for us so it’s important
for us as a school to identify children early if they are not
on track to meet the standard.

6. So what happens in class if children are
working above or below the standard?
• Children who do not meet a lesson objective are supported in a
variety of ways: Teacher input, TA intervention, Homework
and/or within our planning.
• For children who are already working securely within the targets,
we use new government planning documents for creating deeper
understanding. These include examples of questions to plan for
children who are on track or above so as they are challenged
within the age related targets. We also expect the children to
‘prove’ their knowledge by using and applying the understanding
of the targets within different contexts.
• Most children need support to achieve all of the age related
targets as the expectation is so high.

7. What can I do to support the school
and my child at home?
• Times tables practise is so important. The government are trialling a times tables
test which may be introduced 2017 at KS2. If the children don’t know all of their
tables by the end of Year 4 they really struggle with the Yr5/6 Maths curriculum.
• Giving your child a wide repertoire of books to read and talk about characters,
settings story lines. Being able to compare books with similar storylines or styles is
important.
• Homework tasks may be bespoke, please don’t discuss homework with other parents.
Teachers will decide how best to keep children on track so please talk to us if you
have any concerns.
• Parents evening conversations with the teacher will give you an idea about something
specific you could work on at home
• Please let us do our job. We absolutely have each child’s progress
mapped/tagged/flagged!! No children are missed or left to coast. We have to be
accountable for every child and Ofsted will check this.
• The age related targets are on the website should you need a blank copy.

8. EYFS Baseline Assessments
The Department for Education (DfE) has introduced a baseline assessment
in reception year, to improve how they measure primary schools’ progress.
(This may not continue)
In 2022 the DfE will then use whichever measure shows the most progress:
either our reception baseline to key stage 2 results, or our key stage 1
results to key stage 2 results. From September 2016 primary schools will only
be able to use reception baseline to key stage 2 results to measure progress.
It is good practice to carry out a baseline on entry so we will continue to do this
on entry to EYFS even if it isn’t statutory.

9. New Arrangements for End of Key
Stage SATs Tests
• Key Stage 1
• Not a great deal of change. Teachers will have the whole of
May to administer tests.
• Reading: All children will now need to complete 2 reading
tests regardless of ability.
• A SPaG test has been introduced at KS1
• Maths remains the same.

10. Key Stage 2 SATs w/c May 9th
The tests are timetabled and we can’t
change when we sit the tests.
• Maths reasoning:
• 2 reasoning papers:
• On Saturday Lara read 2/5 of her book. On Sunday she read the other 90 pages
to finish the book. How many pages are there in Lara’s book? How do you know?
• The area of a rugby pitch is 6,108 square metres. A football pitch measures 112
metres long and 82 metres wide. How much larger is the area of the football
pitch than the area of the rugby pitch? How do you know?
• At a higher level, children are expected to understand a maths problem that has
an answer and give reasons why the answer is correct or incorrect. They must
also explain in writing how they work it out.

11. Maths Calculation
and
• 1 calculation paper at KS2. These are mostly written calculations
e.g.
• 3/4 ÷ 2 =
• 3/4 + 7/8 =
Test papers will include some questions that meet children who are
developing mastery in greater depth (old level 6). There will be
questions where the answer is already given and children have to
write a paragraph explaining why the answer is correct or
incorrect. These will be 3mark questions which have not been
included before

12. Writing:
• There are no end of key stage tests for writing. The standard will be
awarded on a TA basis. We are currently assessing 5 ‘big writes’ in a
term and the children’s writing across the whole curriculum. This is
assessing against the age related targets. The criteria is REALLY high
for secure. ALL Yr5/6 spellings must be spelt accurately. ALL
handwriting must be joined and fluent. The use of accurate clauses and
adverbials must be evident. I feel that the old Level 5 standard is now
similar to the expectation for 'secure'.

13. Reading
There will be 1 Reading Booklet and answer paper: Mostly
comprehension. Fewer questions about authors choice of
vocab or technique. Children are now expected to compare
fiction texts and draw on their own reading repertoire to
inform comparisons. Children have a lot more to read in the
time given.

14. SPaG.
• The test remains the same.
• Tick one box to show which part of the sentence is a
relative clause.
e.g.The table, which is made of oak, is now black with age.
e.g. My baby brother was born in the hospital where my
father works.
Is the underlines a prepositional phrase, a relative clause, a
main clause or a noun phrase ?

15. Science:
• Schools will receive sampling papers to be used as
assessments during SAT's week. OCC is part of a sampling
initiative so we could be one of those schools. Science may
be assessed at end of KS2 from 2017. The DfE are
currently thinking that there will be 3 tests: Biology,
Chemistry and Physics but this is not a definite at this
stage.

16. How will the results be reported?
• The criteria is very high for 'securely' meeting the
expectation. Teachers are expected submit teacher
assessments by the end of June 2016. These show whether
children have met this criteria or not.
• SAT's results will be reported to schools and parents in the
same way. Scores from Maths tests will be on a sliding scale
with 100 being identification that the expectation has been
securely met.
• Children that have a deeper understanding in Maths may
have a score higher than 100

17. What will the results look like?
Scaled Scores
• On a scaled score in Maths, 100 will always represent the ‘national standard’.
However, due to the small differences in difficulty between tests, the ‘raw score’ (ie
the total number of correct responses) that equates to 100 might be different
(though similar) year on year. We can’t give full information about what the scale will
look like yet. We need to wait until pupils have taken the tests and the tests have
been marked before The Standards and Testing Agency can set the national
standard and the rest of the scale. The scale cannot be set in advance; this cohort is
the first that has reached the end of key stage 2 having studied sufficient content
from the new national curriculum. If the scale was set using data from pupils that
had studied the old national curriculum, it is likely it would be incorrect. We do know
the scale will have a lower end point below 100 and an upper end point above 100.
Once the national standard is set, the STA will use a statistical technique called
‘scaling’ to transform the raw score into a scaled score. This will be published after
the first tests have been administered

18. What will I get ?
Key stage 2 test results?
School results will be published for KS2 tests on the NCA tools
website in July 2016.
Each pupil will receive their own confidential results:
• a raw score (number of raw marks awarded)
• a scaled score (Maths)
• confirmation of whether or not they attained the national
standard
• In the past, level 6 tests have been produced for pupils who can
demonstrate attainment above the national expectation. There
won’t be separate tests for the most able from 2016. Instead,
each test is developed so that there is scope for higher attaining
pupils to show their strengths.