This document summarizes reforms to primary school assessment and accountability in England without the use of levels. It explains that levels were removed because they had unintended consequences and led to a disproportionate focus on pupils near boundaries. The reforms include new national curriculum tests reported as scaled scores, interim frameworks for teacher assessment, an optional reception baseline, and assessment freedoms for schools. It also outlines new measures for statutory accountability including a higher school floor standard and a new progress measure based on value-added scores. A new category of "coasting schools" is also introduced.