Learning from Raise

Thanks to Michael Tidd for this helpful article.

The excitement of opening up Raise Online when the data is first published is… well, perhaps excitement is not quite the right word. Nevertheless, when the data finally arrived this term headteachers will have been poring over it trying to extract every last detail of information about last year’s performance. Doubtless governors too will get their chance to share in the scatterplots and tables, wisely guided by the professional leads.

The problem is, it’s too late for all those children, and just like the stock market adverts always tell us: historic performance is not necessarily a guide to future success. Leaders and governors need to consider what has gone before, but all the while need to be keeping an eye on the future. So while Raise can tell us something of what we achieved last year, how else do we keep everyone informed, including our governors?

One big thing that is evident from this year’s Raise summary is the clear focus on disadvantaged pupils, i.e. those eligible for pupil premium funding. Barely a page goes by without the group being separated out from the rest of the cohort and their attainment and progress being listed separately. In many cases, it’s also compared to other pupils nationally, but it’s important to note that it’s not other pupil premium children, but rather the non-PP children they’re being compared to. That’s important to consider when looking at other data in school.

Continue reading →

2017 Assessments Webinar: KS1 and KS2

On 15th November 2016, the Standards and Testings Agency broadcast a webinar on 2017 assessments. We’ve summarised the key points below.

Key stage 1 assessments: an overview

  • There will be no new test types introduced before 2018/19.
  • The consultation on the future of primary assessment will commence early next year.
  • Thursday 29th June is the KS1 teacher assessments submission deadline.
  • The KS1 spelling and grammar test will remain optional for 2017. Schools who wish to use it can still download materials from NCA tools.

Key stage 2 assessments: an overview

  • There will be no new test types introduced before 2018/19.
  • The consultation on the future of primary assessment will commence early next year.
  • Year 7 re-sits will not be introduced.
  • A statutory multiplication times tables check will be going ahead, but not before the 2018/19 academic year.

Key stage 1 assessments: key questions answered

Last year, the DfE changed its expectations regarding handwriting for writing assessment. Are there any changes this year?

No. To reach the expected standard,  handwriting is not a necessary component.

Do children have to pass phonics check to be considered as meeting the expected standard in reading? 

No. If teachers want to include the phonics check as evidence of a child meeting expectations that is okay, but there is no formal requirement for a child to pass to be considered ‘working at expectations’.

Will the test results have to be reported to the LA? 

No. The tests are there to help inform teacher assessment which will then need to be reported to the DfE. LAs can ask to see tests as part of moderation visits.

Should P Scales still be used to assess children with SEN?

Yes. One of the recommendations from the Rochford Review is to make P Scales non-statutory; however, for this current academic year, P Scales remain statutory and should still be used.

What classes as independent in terms of spelling for a child working at the expected standard in writing?

Any resources that the child accesses independently e.g. words on the wall or in the dictionary (providing they choose to use these resources themselves) are acceptable. An electronic resource that suggests spellings for a child automatically would not be considered independent, nor would a teacher’s suggestion to check spellings.

Continue reading →

Primary assessment announcement: what does it mean?

Thank you to Deputy Headteacher Michael Tidd for this article. 

As promised, this week Justine Greening announced some changes to Primary Assessment, after the department reflected on the process earlier this year. The changes fall in three main parts: the coasting standard; assessment for lower-attaining pupils; and plans for reform of assessment more generally. Hopefully this will mean that in the next couple of years, schools can be fairly confident of what’s coming up. Consultations will begin in the new academic year about what changes should be made in the longer term.

Assessment in 2017 and 2018… and beyond

The general message here is that there will be relatively little change over the next two years. The Early Years Foundation Stage Profile will continue to be used, as will the current style of KS1 and KS2 tests and Teacher Assessment. The only exception is that the Key Stage 1 Grammar and Spelling test will not be compulsory.

This will mean no new times tables test in Year 6, no phonics check in Year 3, and no new Year 7 resit tests at least for the next couple of years.

It also means that schools will continue to use the “interim” assessment frameworks for Teacher Assessment for the next two years. The department has clearly recognised the challenges presented this year, and has said that additional guidance will be available for 2017, as well as statutory moderation training for Local Authority moderators.

This broad consistency will be welcomed by many in the interim, but it is clear that the department still feels there are areas that could still be improved. We can apparently expect a consultation in the spring term about any alterations to be made in the longer term. Continue reading →

Justine Greening releases statement on primary education

Justine Greening has released a statement on primary education which outlines a number of decisions and initiatives that will be taken forward by the Department for Education over this academic year and beyond. Here’s a quick summary of the key information.

Continue reading →

Primary school accountability in 2016: key updates

From today, (September 1st 2016) primary schools will be able to access and check their own provisional progress data. The Department for Education has also released further information on progress thresholds, writing assessment points and pupils below the standard of the test, which we’ve summarised below.

Continue reading →

KS2 progress measures: key information and the national picture

Thanks to Deputy Head teacher Michael Tidd for this article.

Head teachers will have been frantically logging on to the DfE website today to find out how their schools have done in the new progress measures following this summer’s new KS2 tests – even though many schools still haven’t started the new term yet! It’s left many of us unprepared, and probably many more scrabbling around for the key login details.

Getting your school’s data

Head teachers will have been sent login details for the Tables Checking website, including a password which was sent out by post last week. For schools whose post is held by the Royal Mail over the holidays, that may now mean an anxious wait. There is a helpline and email address on the Tables Checking site for those who can’t hang on for the postman!

Once logged in, you will be able to complete a data checking exercise, as in previous years, to ensure that data is accurate before it goes into the final version of Raise Online. You’ll also be able to see your school’s progress measures for each of the three key subjects: Reading, Writing and Maths. These scores are all-important for the new floor standard – particularly for the majority of schools who did not reach the 65% attainment thresholds.

These figures are simple numbers, roughly in the range of -10 to 10. A score of 0 in any given subject means that children at your school – on average – made the same progress as others of a similar ability nationally in that subject. Positive scores suggest your children did better than the average nationally, and negative scores suggest that progress was not as good as the national average. Importantly, negative scores do not necessarily mean that your school is in trouble. Continue reading →

Changes to the National Tests and what you need to know – Key Stage 2

Thanks to Deputy Head Michael Tidd for researching and writing this article, which we hope will be a great time-saver for our readers!

From September, we will once again have all children in our primary schools working on a single National Curriculum. We’ll also be just months away from the first of the new style of National Curriculum Tests for Key Stages 1 and 2. Now the final frameworks and sample tests have been published, there are some minor changes. However, other changes are much more notable. In my last article, I focused on changes in Key Stage 1. Here is a quick ‘need to know’ guide for Key Stage 2.

Key Stage 2

National Curriculum Tests at Key Stage 2 seem to have changed repeatedly in the last few years, so the changes in 2016 will perhaps be not so much a shock as a feeling of ongoing change. Nevertheless, there are some significant areas that are worthy of teachers’ attention in KS2. Of course, the tests also see the final removal of levels, with scores being given as a scaled score for each subject instead; 100 will represent ‘the expected standard’.

In maths, the major change is the introduction of an arithmetic paper in lieu of the old mental mathematics test. The arithmetic paper will have 35–40 questions, most of which will be worth one mark, requiring use of discrete arithmetic skills ranging from basic addition and subtraction to calculations with fractions. The questions are all in the form of calculations – there are no words. At 40 marks, this paper will make up just over one-third of the total available marks, further emphasising the focus on number and calculations in the new curriculum. Continue reading →

2017 interim frameworks for teacher assessment

Statutory interim frameworks to support teachers in making assessment judgements for each pupil at the end of key stage 1 and key stage 2 in 2017 have been released.

The interim frameworks set out the standard(s) a pupil will be assessed against at the end of each key stage for reading, writing, mathematics and science.

Continue reading →

Scaled scores at key stage 1

In summer 2016, primary schools will use teacher assessment judgements to report on children’s progress at the end of key stage 1. These judgements should take into account a child’s performance in the national tests in mathematics and English. This year, the Department for Education will use scaled scores to report the outcomes of the national tests. The number of marks that children will need to score in order to reach a scaled score of 100 in 2016 has now been released. Have a look at our brief summary below for further information.

What is a scaled score?

A child’s scaled score is based on their raw score. The raw score is the total number of marks a child scores in a test. You can calculate a child’s raw score by adding together the total scores from both papers in each subject. For example, to calculate a child’s raw score for English reading, simply add together the scores from both the English reading Paper 1 and English reading Paper 2.

A scaled score of 100 will always represent the expected standard on the test. Children scoring 100 or more will have met the expected standard. The raw score is converted into a scaled score, using the conversion table here

The marks required to reach a scaled score of 100 at KS1 in 2016 are:

– Maths: 37 out of 60

– Reading: 22 out of 40

– Grammar, punctuation and spelling: 25 out of 40 Continue reading →