From September 2014, along with the introduction of the New Primary National Curriculum the government’s assessment reforms came into force; these include:
The new national curriculum programmes of study set out what pupils should be taught by the end of each key stage and schools were required to design their own curriculum around this.
Schools needed to decide on a new method of assessing pupils and how they would track pupils’ progress using the performance descriptors linked to the new curriculum.
(Note: Statutory national curriculum tests at key stages 1 and 2 will continue. The first tests based on the new national curriculum will take place in summer 2016)
Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against age related expected standards. Assessments are then used to inform planning to support our children to maximise their potential.
From September 2015 we are changing over from assessment using levels to a system whereby children will be assessed against governmentally determined age-related expectations. At Market Drayton Junior School this will be translated into the following:
Commencing: Pupil is showing evidence of meeting some of the expectations within the stage
Emerging: Pupil meets a higher proportion of expectations but is not yet secure in several areas
Secure: Secure in the majority of end of year expectations
Advanced: Secure in almost all of the end of year expectations and is able to use and apply their knowledge and skills confidently.
Deep: Secure in all of the end of year expectations and is able to apply their knowledge and skills in a variety of contexts.
Under the old levels system children who were exceeding might have moved into the next level. In line with DfE guidance we now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and have more opportunities to develop their using and applying skills. Only in exceptional circumstances will children move into working towards the end of year expectations from the year above. Similarly, children who struggle to meet expectations may work towards the expectations from the year or two years below.