How we Assess the Children in Key Stage 1
Following the introduction of a new National Curriculum framework from September 2014, the government has also decided to remove level descriptors. The government’s policy of removing level descriptors from the National Curriculum is set out in terms of freeing schools from an imposed measure of pupil progress. The Department for Education has said that levels are not very good with respect to helping parents to understand how far their child is improving. In their place, from September 2014, “it will be for schools to decide how they assess pupils’ progress”.
With levels removed and the focus now on raising the achievement of every pupil, Rosecroft Primary School have chosen a new way to measure pupil attainment and progress.
The Principles Behind It
The principles that underpin our new assessment system are: Rosecroft Primary have the mindset, ‘What do I need to do next to enable a child in my class to achieve?’
- The National Curriculum objectives and Key Performance Indicators (KPIs) will be used as the expectations for all children.
- Children will make age appropriate progress – 12 months in 12 months.
- Teachers are experts at assessment - assessment will be effectively used to ensure the correct scaffolding is built into lessons to ensure all children achieve.In order to be ‘Junior ready’ children need to meet the required end of Key Stage 1 expectations; this is broken down into key outcomes for each curriculum year. We use the National Curriculum KPIs to assess outcomes for children at the end of each curriculum year. These KPIs carry significantly more weight than other performance descriptors. Using KPIs as a key assessment focus dispenses with the need to focus on and record all of the relatively minor aspects of the National curriculum objectives. Performance standards will be used as a helpful tool for teachers to plan the next stage of learning for individual children.At the end of each year a child will be given a title to describe their stage of learning for example:
- A child that has achieved all the objectives set out for Year 1 in Writing (and no further) will classed as “Expected” as they are working at the expected objectives.
- A child working on achieving the expected objectives will be classed as “Working Towards”.
- A child who is not ready to start working on the years objectives will be classed as working “Below”.
- A child who has achieved all of the objectives set out and has embedded this knowledge will be classed as “Mastered”.
What is “Mastered”?
The title of Mastered will be given to children who have securely met the end of year objectives and are assessed as mastering objectives for their age group.
Rather than moving onto the next year’s curriculum these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.
The depth and application of a child’s learning is an important marker of their achievement and progress.
What it Includes
Our assessment and reporting system includes:
- Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue.
- Children knowing what they are being asked to learn and more importantly, why.
- Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria.
- Three way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback.
- Regular pupils’ work scrutiny.
All of the above will feed into tracking sheets linked to KPIs for Writing, Reading and Maths. Mathematics Mastery and Read Write Inc. assessment will provide further support to a teacher’s judgement.
Children’s work will be moderated each half term and discussions on children’s achievements will be centered on the National Curriculum KPIs.
Through this rigorous tracking system we will be able to quickly highlight areas for all of the children’s future learning and development, and any interventions needed to support children with barriers to learning.
End of key-stage 1 tests are changing in 2016. We intend to use these standardised tests at KS1 to support our judgments.
Key Performance Indicators
Please click on the link below to view the Key Performance Indicators for Key Stage 1.