Assessment and Tracking Assessment and Tracking EveningEvening

Foundation Stage 2Foundation Stage 2

& Key Stage 1& Key Stage 1

Aims and purpose of the Aims and purpose of the eveningevening

Provide an overview of how children are Provide an overview of how children are assessed from FS2 to Year 2.assessed from FS2 to Year 2.

Understand what these assessments mean in Understand what these assessments mean in terms of points, levels, sub levels, terms of points, levels, sub levels, attainment and progress for each individual.attainment and progress for each individual.

Put the school’s performance, in terms of Put the school’s performance, in terms of achievement and progress, into the national achievement and progress, into the national context.context.

Provide information to support discussions Provide information to support discussions about your individual child at parent/teacher about your individual child at parent/teacher liaison evenings.liaison evenings.

What is assessment all What is assessment all about?about?

Takes on many different forms.Takes on many different forms.

Informing the teacher of where eachInforming the teacher of where each child is at.child is at.

Tracking individual children.Tracking individual children.

Identifying those who are off track early and Identifying those who are off track early and planning intervention to respond to this.planning intervention to respond to this.

Identifying those who are making Identifying those who are making accelerated progress and ensuring the accelerated progress and ensuring the teaching and learning responds to this.teaching and learning responds to this.

Starting schoolStarting school Observations to complete a baseline assessment. This is Observations to complete a baseline assessment. This is

called the Early Years Foundation Stage Profile (EYFSP).called the Early Years Foundation Stage Profile (EYFSP).

Scale points from 1 to 9 across 13Scale points from 1 to 9 across 13 different areas.different areas.

‘‘Average’ child to achieve point 6 Average’ child to achieve point 6 by the end of FS2. by the end of FS2.

Observations are on-going throughout the year and Observations are on-going throughout the year and formal recording of these takes place three times during formal recording of these takes place three times during the year.the year.

Judgements are used to inform planning and targets to Judgements are used to inform planning and targets to achieve the next steps are shared with parents in achieve the next steps are shared with parents in September, February and June.September, February and June.

Key Stage 1 – Year 1Key Stage 1 – Year 1 Profile scores are shared with Year 1 teachersProfile scores are shared with Year 1 teachers and used to provide continuity of learning.and used to provide continuity of learning.

Observations continue and are used to informObservations continue and are used to inform the judgements made alongside more formal the judgements made alongside more formal work and use of APP grids.work and use of APP grids.

Levels are entered on to the school trackerLevels are entered on to the school tracker and progress monitored throughout the year. and progress monitored throughout the year.

Judgements are used to inform planning and targets to achieve the next step Judgements are used to inform planning and targets to achieve the next step are shared with parents in November, March and June.are shared with parents in November, March and June.

‘‘Average’ child at the end of Year 1 is a level 1B but we aim to achieve a 1A.Average’ child at the end of Year 1 is a level 1B but we aim to achieve a 1A.

Predicted Year 2 SATs levels are made during the autumn term.Predicted Year 2 SATs levels are made during the autumn term.

Each individual has their own targets based on expected progress from their Each individual has their own targets based on expected progress from their starting pointsstarting points

Key Stage 1 – Year 2Key Stage 1 – Year 2 Year 1 levels are shared with Year 2 teachersYear 1 levels are shared with Year 2 teachers and used to provide continuity of learning.and used to provide continuity of learning.

On-going assessments, use of APP grids andOn-going assessments, use of APP grids and formal assessments are used to inform formal assessments are used to inform planning and target progress.planning and target progress.

Levels are entered on to the school trackerLevels are entered on to the school tracker and progress monitored throughout the year. and progress monitored throughout the year.

Teachers identify those who are off trackTeachers identify those who are off track and plan intervention to respond to this.and plan intervention to respond to this.

Children who are making accelerated progress are also targeted Children who are making accelerated progress are also targeted and teaching and learning responds to this.and teaching and learning responds to this.

Assessment information and targets are shared with parents in Assessment information and targets are shared with parents in November, March and June.November, March and June.

In May, teacher assessments are combined with formal tests (SATs) In May, teacher assessments are combined with formal tests (SATs) to make a level judgement, which are compared nationally.to make a level judgement, which are compared nationally.

Average’ child at the end of Year 2 is a level 2B.Average’ child at the end of Year 2 is a level 2B.

Understanding the FS2 pointsUnderstanding the FS2 points

The range of points The range of points are 0 – 9are 0 – 9

Points 0 – 3 must be Points 0 – 3 must be achieved firstachieved first

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Progression

Understanding the levelsUnderstanding the levels

The range of levels are 1 – 3The range of levels are 1 – 3

Split the level down – C,B,ASplit the level down – C,B,A

For example:For example: 2C (lower level 2)2C (lower level 2) 2B (secure level 2)2B (secure level 2) 2A (higher level 2)2A (higher level 2)

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Progression

BCABCABC

Understanding the levelsUnderstanding the levels

Attainment only makes sense when Attainment only makes sense when linked to individual progress.linked to individual progress.

Ambitious target setting for Ambitious target setting for

improved progress.improved progress.

Celebrating our results…Celebrating our results…

Celebrating our results…Celebrating our results…

Target settingTarget setting Pupil Progress Reviews every term.Pupil Progress Reviews every term.

Targets based on each child’s needs.Targets based on each child’s needs.

Drives our allocation of resources.Drives our allocation of resources.

How can you support your child?How can you support your child?

Knowing what their targets Knowing what their targets are.are.

Supporting them with their Supporting them with their learning logs and reading.learning logs and reading.

Supporting the development Supporting the development of essential maths skills.of essential maths skills.

Celebrating their individual Celebrating their individual achievements. achievements.

Keeping the balance.Keeping the balance.

Key areas we are working on to Key areas we are working on to improve achievement and improve achievement and

progressprogress Securing and extending level 3 attainment Securing and extending level 3 attainment

in all areas.in all areas.

Developing confidence inDeveloping confidence in using and applyingusing and applying techniques in maths. techniques in maths.

Extending performanceExtending performance in writing.in writing.