Year on Year Attainment and Progress
Since the introduction of National Curriculum in 2014, schools have had the freedom to create their own systems for tracking progress and measuring attainment.
As such the approaches and systems used by different schools to assess children and track their progress will vary. An underlying principle however of most school’s approaches will be to judge children’s abilities to meet the age related expectations for specific year groups.
The objectives have been devised to build on the expectations from previous years.
At Hoyle Court Primary School we have developed a list of criteria which children should meet by the end of each year. These will demonstrate that they are meeting the expectations for that year group. The objectives have been devised to build on the expectations from previous years. The objectives are not a complete list of everything children will learn but do form the basis for what teachers assess against.
If children are unable to demonstrate that they have met these objectives to a competent degree they will be recorded as ‘working below age related expectations’ at the end of the year. The children’s next teacher will then have a clear picture of each child’s ability and which areas they need to focus on to support progress. A complete list of the school’s objectives can be found below.
Children identified as having a Special Educational Need may be working towards meeting the objectives from a lower year group. For those pupils who have met the end of year expectations, the teachers will focus on providing a range of learning opportunities that offer a greater depth of understanding to specific objectives.
Parents have the opportunity to formally discuss their child’s current attainment and whether they are on track to be below, to meet or to exceed age related expectations three times a year. In addition, parents receive two written reports a year. As well as giving information about attainment, teachers will also highlight children’s specific strengths and which areas they should focus on in order to make progress.
Statutory Assessments (including SATS)
Key Stage 1
The Phonics Screening Check demonstrates how well your child can use the phonics skills they have learned up to the end of Year 1, and to identify students who need extra phonics help.
The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but do not mean anything.
Children who do not meet the required standard in Year 1 will be re-checked in Year 2.
This year, the Phonics Screening Checks have been cancelled by the Government
At the end of Key Stage 1 teacher assessment in Mathematics and Reading will be informed by externally-set, internally-marked tests. There will also be an externally-set test in grammar, punctuation and spelling which will help to inform the teacher assessment of writing. The tests will reflect the National Curriculum 2014 and will be expressed as a scaled score.
There will also be a Teacher Assessment of Spoken Language and Science.
The Year 2 KS1 SATs will be administered in May.
KS1 Reading Test
The reading test is comprised of two components; one integrated reading and answer booklet and one separate reading booklet with an associated reading answer booklet. The total testing time is approximately 60 minutes.
KS1 Grammar, Punctuation and Spelling Test
Children will sit three papers:
– Paper 1: Grammar and punctuation, short written task, 20 minutes, 15 marks. Children will be provided with a prompt and stimulus.
– Paper 2: Grammar, punctuation and vocabulary questions, 2×10 minutes tasks, 25 marks.
– Paper 3: Spelling, 20 questions, 10 marks.
KS1 Maths Test
Children will sit two maths papers:
- Paper 1: Arithmetic, 15 marks, 15 minutes, context free calculations.
- Paper 2: Fluency, solving problems and reasoning, 35 marks, 35 minutes.
Key Stage 2 SATS
In Year 6 children will take the end of Key Stage 2 SATs papers. These tests in English and Maths will reflect the National Curriculum 2014, and are intended to be more rigorous.
These tests will be both set and marked externally, and the results will be used to measure the school’s performance (for example, through reporting to Ofsted and published league tables). Your child’s marks will be used in conjunction with teacher assessment to give a broader picture of their attainment.
At the end of Year 6, children will sit tests in: Reading, Maths, Spelling, Punctuation and Grammar.
This year, the Year 6 KS2 SATs has been cancelled by the Government
KS2 Grammar, Punctuation & Spelling Test
The grammar, punctuation and spelling test will consist of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and an aural spelling test of 20 words, lasting around 15 minutes.
KS2 Reading Test
The reading test will provisionally be a single paper with questions based on one 800-word text and two passages of 300 words. Your child will have one hour, including reading time, to complete the test.
KS2 Maths Test
Children will sit three papers in Maths:
– Paper 1: arithmetic, 30 minutes
– Papers 2 and 3: mathematical fluency, solving problems and reasoning, 40 minutes per paper
KS2 Science Test
A number of schools will be required to take part in science sampling: a test administered to a selected sample of children thought to be representative of the population as a whole.
Each Year 6 pupil registered for the tests will receive:
– a raw score (number of raw marks awarded)
– a scaled score (converted from the raw score)
– confirmation of whether or not they attained the national standard.
National Curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores are designed to maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment, for example the scale 100 will always represent the ‘national standard’.