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 →
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.
Thanks to Ruth Duckworth, Year 6 teacher, for the following article.
The most effective teachers not only refine starting points, but also make regular adjustments to planning during the learning journey.
As the new term starts and classroom timetables settle down to ‘real’ lessons, it is easy to roll with the planning as it is – especially if you’re teaching in the same year group as last year. It’s comfortable to start with the same topics, for example reading and exploring a novel you’re familiar with, often teaching virtually the same lessons all over again.
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 →
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.
We asked Shareen Mayers to share her personal views on what the new KS2 writing teacher assessment framework means for schools, and to highlight some of the salient points. Please note that this guidance relates to KS2 writing only.
Please see Shareen’s previous article for a summary of the key changes to writing, including a greater focus on composition.
On 14th February 2018, the DfE updated the KS1 and KS2 teacher assessment frameworks for 2017/2018.
Changes to KS1 for 2017-2018
- Revised teacher assessment frameworks in English writing, which include:
- A more flexible approach – teachers can now use their discretion to ensure that a particular weakness does not prevent an accurate judgement of a pupil’s attainment overall being made.
- Revised ‘pupil can’ statements – a greater emphasis on composition, whilst statements relating to the more ‘technical’ aspects of English writing are less prescriptive.
- ‘Pupil can’ statements for English reading, maths and science are unchanged. Continue reading →
On 29th January 2018, the DfE released updated information for local authorities (LAs) about the process and training for moderators of KS1 and KS2 English writing in 2017/2018.
The standardisation process
The standardisation process is designed to assure schools that LA moderation teams have the required knowledge to moderate KS1 and KS2 English writing assessments, ensuring consistency and accuracy across England. LAs are required to moderate a least 25% of maintained schools and 25% of academies.
On 23rd January 2018, the Standards and Testing Agency shared KS1 and KS2 moderation support materials on NCA tools, including presentation slides and accompanying materials.
Key Stage 1
On 14th December, the DfE released the revised results of the KS2 national curriculum assessments, and a summary of school level results.
Summary of 2017 KS2 national curriculum assessments
- This year, 61% of pupils reached the expected standard in reading, writing and mathematics, compared to 53% in 2016, an increase of 8 percentage points.
- Over half of schools (57%) have attainment proportions of at least the national average.
- At the higher standard, 9% reached the higher standard in reading, writing and mathematics in 2017, compared to 5% in 2016.
- In 2017, 65% of girls achieved the expected standard in all of reading, writing and mathematics compared to 57% of boys.
- There are fewer schools below the floor standard in 2017. 511 schools are below the floor standard (4% of state funded, mainstream schools), compared to 665 school (5%) in 2016.
- More schools fell within the coasting definition this year – 524 schools (4%) which is a 10 percent increase on 477 schools (3%) defined as coasting in 2016.