The document summarizes changes to the curriculum and assessment at Ladbrooke JMI School since 2014. Key points include: - The curriculum is focused on core subjects like maths, English, science and foundation subjects taught through topics. Assessment focuses on key performance indicators rather than levels. - Students are assessed at the start and end of units to identify strengths and gaps and guide instruction. Reports to parents outline progress in objectives. - End of year assessments determine if students are below, developing, secure or exceeding expectations in core subjects like reading, writing and math. This replaces levels and tracks growth from key stage to key stage.

1. CURRICULUM & ASSESSMENT
AT
LADBROOKE JMI SCHOOL
SEPTEMBER 2015

2. Since September 2014 there have been significant
changes to the primary curriculum and the
arrangements for assessment.
The aim of this meeting is to explain how our
curriculum has been built up over the past few years,
how we have adapted it with the new changes and
how we have amended our assessment in light of the
recent changes.


3. THE CURRICULUM

4. MATHS
Our maths curriculum is organised into
blocks.
Before teaching a block a pre test is given to
see what the children know and then work is
planned around this.
Within each block, skills are taught, time is
allowed to practise new skills and then
children have the opportunity to apply skills
in different situations.
With the start of the new curriculum, time
was spent identifying the changes and
ensuring our blocks were adapted to take the
changes into account.
In lessons different challenges are set to

6. ENGLISH
In KS1 the majority of the English curriculum is
taught through our phonics programme Read,
Write Inc.
From Y2 to Y6, our curriculum is designed
around real life texts and non fiction styles of
writing.
Non-Fiction units begin with a short task to
find out what the children know. The unit is
then taught by unpicking good quality texts
and identifying ‘What a good one looks like’
(WAGOLL). An independent task completes
each unit.
Real life texts are carefully chosen to enhance
children’s experiences. Books like ‘Goodnight

8. ENGLISH
Through developing units of work around
different texts, we can introduce children to a
range of different authors.
As the children read the texts and develop
comprehension skills they will also have the
opportunity to apply the skills of different
non-fiction writing that they have learnt e.g. in
Goodnight Mr Tom they may write persuasive
letters to persuade families to take in evacuees
or write reports on World War II.
Through all the units of work in English, high
quality modelling and questioning is used and
children are encouraged to share ideas and
‘magpie’ good ideas.

9. FOUNDATION SUBJECTS
Our foundation subjects are mainly taught
through the creative curriculum (topic). Our
creative curriculum has been in place for 4
years now.
Some subjects are taught separately.
– PE is taught by Mr Henry and class teachers
- At KS2 Science is linked where possible
- RE is blocked and taught outside the topics
- French at KS2 is taught by Madame Elena
The creative curriculum is taught on a two year
cycle so year groups plan together.
- Foundation 1 and Foundation 2
- Year 1 and 2
- Year 3 and 4
- Year 5 and 6

10. FOUNDATION SUBJECTS
We spent a whole year planning our curriculum and consultation took place
with children and parents on what they wanted from the curriculum.
From this we developed our two year cycle.
We identified key skills that we wanted the children to achieve in each subject
area and matched these to the creative curriculum topics.
Each topic was then organised to start with a launch – this could be a trip
somewhere, a workshop in school or a special activity (balloon launch|) and
end with a topic finale – multicultural afternoon, VE tea party.
The children are asked what they know about the topics and then what they
would like to know. The answers to these questions are then built into the
topic planning by the teachers.
Displays around the school are built up throughout the topic to reflect the

12. OTHER SUBJECTS
PHYSICAL EDUCATION - Each class from Y1-Y6 will have two session of PE a
week. One session is taken by the class teacher and the other is taken by Mr
Henry. Mr Henry is part of Challenge Education an outside company who we
buy into.
In year 3 and Year 4 the children go swimming. The aim of these session is
that all children will be able to swim 25m by the end
FRENCH – Children in Y3-6 will have one hour of French a week taught by
Madame Elena. In these lessons the children will develop speaking, listening,
reading and writing skills.
RE is often taught in separate blocked units across the term
SCIENCE – Science is taught as a separate subject each week. Where possible
we have matched the units to the creative curriculum e.g. In the topic on
inventions, we have matched the science unit of magnets and springs.

13. ASSESSMENT

14. ASSESSMENT
Prior to September 2014, all children were assessed using a series of levels.
1c – 1b – 1a – 2c – 2b – 2a – 3c – 3b – 3a – 4c – 4b – 4a – 5c – 5b – 5a – 6c –
6b
An average Y2 child was expected to be a 2b, by the end of Y4 they should be
a 3b and by the end of year 6 a 4b.
In September 2014 the levels were removed for Y1,3,4,5. In September 2015
the levels were removed for all year groups.
All schools were then given the responsibility to come up with their own
methods for assessing pupils and tracking progress across the school.
At Ladbrooke we decided that we did not want to rush into any system so we
spent last year developing our system that we are now using in all year
groups from Y1 – Y6.

15. ASSESSMENT
Many things in the school have stayed the same:
 We will still continue to find out what the children already know before we
start teaching so we are not spending time teaching things they already
know.
 We will continue to assess as we teach in lessons – challenging
misconceptions and ensuring children are making progress in each lesson.
 We will continue to adapt our planning in light of assessments and change
lessons and adapt them when necessary.
 We will continue to provide children with different challenges so they can
choose the level appropriate to them.
 We will continue to use success criteria so children know what is expected
of them and so they can assess how well they are doing for themselves.
 We will continue to mark books in a way that will show children what they
are doing well and what they need to do to get better.
 We will continue to ensure children are part of the learning process.

16. ASSESSMENT
We started our journey away from levels by looking at the national curriculum.
This is what we are required to teach so it made sense to start here.
From here we then looked at the KEY PERFORMANCE INDICATORS identified
by the National Association of Head Teachers. These are the key objectives
that are in the national curriculum
We then developed assessment sheets for reading, writing and maths. By
using the Herts for Learning best fit criteria, we could then, at the end of the
year make a judgement on all our children and track their progress
At the end of the year the children will be either working
 Below the expected standard (less than 25% of the criteria met)
 Developing the expected standard (between 25 and 60% of the criteria
met)
 Secure in the expected standard (between 60% and 80% of the criteria
met)

17. ASSESSMENT
It is expected that children will be secure in their year group expectations by
the end of the year.
Good progress would be moving from secure in one age group to secure in
the next.
At the end of the last academic year, we sat down and assessed our children
based on the new curriculum. We are now working with the new curriculum
to ensure that all children are working securely in the age expectations. This
is a challenging task for all teachers and pupils

18. END OF KEY STAGE 1 AND 2 ASSESSMENTS
At the end of KS1 and KS2 (Y2 and Y6) the children will sit assessments. In
year 2 these are marked internally but in year 6 these are sent away. The tests
taken are as follows
As a result of these tests, the children will be given a scaled score with 100
representing the expected standard. The progress the children make will be
based on the difference in these scores from KS1 to KS2
KS1 KS2
Maths Mental Arithmetic
Reading Comprehension Mathematical Reasoning
Writing (Teacher Assessed) Comprehension
Grammar, Punctuation and
Spelling
Writing (Teacher Assessed)
Grammar, Punctuation and
Spelling

19. REPORTING TO PARENTS
The reporting system will remain the same although the reports have been
updated to reflect the changes to the curriculum.
Each term, parents will be invited to attend a consultation with the class
teacher. The focus of this will be English, Maths and attitudes to learning.
At the end of each term, in Y1-Y6, a report is sent home which shows all the
objectives covered that term in topic and other subjects. Children will be
judged for each objectives as developing (basic understanding) secure (good
understanding) or exceeding (thorough understanding).
At the end of the academic year, a report will be sent home showing how
children have progressed against English and Maths objectives and you will
be informed as to, overall, whether your child is below, developing, secure or
exceeding the age group expectations.
In addition to this from Y3-Y6 you will also be provided with a report on their