On 16th January, the DfE published a primary assessment information and resources guide to help teachers find online content for Early Years Foundation Stage, Key Stage One and Key Stage Two assessments.
Thanks to Sebastian Rowland, Head of Year 6 at Etonbury Academy
Assessment. Love it or loathe it, it is a key character in the story of learning. As we plan, mark and assess in an ongoing cyclical process it is important to check that each assessment continues to have a purpose. In this article, I have outlined how we ensure our assessments have a clear purpose in improving teaching and learning in our school.
Thanks to Sean Harford, National Director, Education, Ofsted for the following article.
‘My bookcase was messy so I got marked down in my assessment…this is the level of hysteria we are facing in schools’.
Receiving messages like that is why we – and you – need to tackle the misinformation that circulates about ‘what Ofsted wants’.
Teacher workload is one of the most pressing concerns in education today and has a real impact on the retention of staff. We can’t afford to lose good teachers – and children certainly can’t afford to lose the opportunities you offer them.
The impulse to make everything ‘perfect’ can drive out creativity, passion and the love of teaching that are the reasons most people enter the profession. That’s why at Ofsted we know how important it is that people aren’t doing unnecessary tasks for us and adding to their workload. Continue reading →
On 18th December 2017, the DfE released the Early Years Foundation Stage Profile Handbook to support EYFS practitioners in making accurate judgements about each child’s attainment in 2018.
The EYFS Profile Handbook gives:
the child’s attainment in relation to the 17 early learning goal (ELG) descriptors.
a short narrative describing the child’s 3 characteristics of effective learning.
Summary of the EYFS Profile:
The EYFS Profile is not intended to be used for ongoing assessment.
Practitioner’s assessments are primarily based on observing children’s daily activities, in particular learning spontaneously, independents and consistently to understand their level of attainment, interests and learning styles.
The guidance is relevant to all pupils but in particular to those children who fall below their expected level of mathematics achievement. The report adopts the premise that it is essential to see maths as a pump rather than a filter in the pipeline of education but this can only be achieved through tapping into what works and is supported by research.
A vital enabler in the strengthening of teaching, learning and assessment is good access to relevant evidence; this report can help guide teachers towards this as its key focus is to promote a culture of evidence-led best practice.
Using standardised testing to support teacher understanding
By Tyrone Samuel, Network Lead for Primary Data and Assessment
The new academic year is in full swing, and as we enter autumn 2, I have already visited the majority of our primary schools as the Network Lead for Primary Assessment and Data at Ark.
Autumn 1 has been as busy and intense as ever for me, supporting schools with their data analysis and training, bringing our assessment leads together to collaborate on good practice, as well as sharing key lessons, messages and insights. This has helped to focus minds on our Ark network mission, to make sure that every pupil can go to university or into the career of their choice by setting high expectations and striving to know every pupil.
On 17th October the DfE published the 2018 statutory guidance for assessments at the end of KS1 and KS2.
Key Changes for 2017 to 2018
Key stage 1
The STA has revised the English teacher assessment frameworks at the end of Key Stage 1. The revised ‘pupil can’ statements are less prescriptive and place greater emphasis on grammar, punctuation and spelling.
The KS1 English grammar, punctuation and spelling tests remain optional from 2018 onwards. Grammar, punctuation and spelling test materials will be available to download from 1st May.