MARK: A Case Study by St John Vianney Catholic Primary School

St John Vianney is a larger than average Catholic primary school, with two-form entry, based in Blackpool. In March 2018 they were rated ‘Good’ by Ofsted and their outstanding teaching of English and Early Literacy means that they are now one of thirty-two national English Hubs supporting other schools. They use PiRA, PUMA, GAPS and MARK (our free online assessment and reporting tool) three times per year, to support teachers in validating their judgement and identifying learning needs of individual pupils and classes. The assessments are used from Years 1 – 6, to ensure a consistent approach throughout the school.

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NTS Assessments, PiRA and PUMA: What are the differences?

NTS, PiRA, PUMA, GAPS

After talking and listening to teachers, like you, about how we can help to make your life a little easier whilst providing insightful performance and progress data and familiarising pupils with the SATs, we are very pleased to launch NTS Assessments: our brand new termly, standardised, National Test-style progress tests for Years 1 to 6. As excitement builds for NTS Assessments (National Test-style Standardised Assessments), many of you are asking about the differences between these new papers and our popular existing standardised tests: PiRA and PUMA. We’ve written this article to help answer your questions. Continue reading →

New partnership between our standardised tests and Arbor’s cloud-based MIS

We are delighted to announce the new partnership between our standardised tests for primary schools and Arbor’s cloud-based MIS for schools & MATs.

Our standardised tests for primary schools

Our standardised tests, PiRA and PUMA, are a key component of many primary school improvement strategies, helping key stakeholders to track pupils’ in-year progress and benchmark against age-related expectations.

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KS1 Assessment and Reporting Arrangements

On 15th October 2018, the DfE announced the modification of KS1 teacher assessment frameworks.

 

Teacher assessment frameworks

  • English Reading, mathematics and science frameworks have been modified for use from the 2018/2019 academic year onwards.
  • English writing frameworks will remain the same as those introduced for the 2017/2018 academic year.
  • The ‘pupil can’ statements have been refined for clarity to ensure they represent the key aspects of the national curriculum and reflect classroom practice.

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KS2 Assessment and Reporting Arrangements

On 15th October 2018, the DfE announced the removal of KS2 teacher assessment judgements for English reading and mathematics and revised science teacher assessment frameworks.

 

Removal of teacher assessment for English reading and mathematics

The DfE state that this change has been made in response to the public consultation on Primary Assessment in 2017, and aims to reduce assessment burdens on schools. Test results in English reading and mathematics will continue to be used in school performance measures.

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New Pre-key Stage Standards: What schools need to know

Thanks to Sarah Minty, Commissioning Editor for SEN at RS Assessment from Hodder Education, for the following article.

Following a government consultation on the Rochford Review, the pre-key stage standards, which have been in place for 2017/2018, are now final, after a review by teachers and other educational experts.

From summer 2019, teachers must use these pre-key stage standards to make statutory assessment judgements at the end of KS1 and KS2, for any pupils who are working below the national curriculum teacher assessment frameworks and above P scale 4. Continue reading →

KS2 National Test Results 2018

On 10th July 2018, the DfE published the results of the 2018 Key Stage 2 National Tests.

Summary of the 2018 results

  • 64% of pupils reached the expected standard in all of reading, writing and maths (combined).  This has increased from last year but remains below the floor standard of 65%.
  • The raw scores required to reach the expected standard have increased for all subjects.  The largest increase can be seen in maths, increasing from 57 in 2017 to 61 this year.
  • The average scaled score in reading has increased, while the scaled score in maths and GPS remains the same as last year.

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