Assessment Information

Changes to how we assess children’s learning

From September 2015, the Department for Education (DfE) changed legislation to remove levels from the National Curriculum and enable schools to choose their own way to assess children’s progress in learning.

Assessment

Previously, we shared with you the level your child was working at in each subject. For example, a child might be working at level 2b in year 2 or level 4b in year 6.

Levels no longer exist as a measure of attainment.

The Curriculum

There have been some changes to the National Curriculum. From year 1 to year 6 the emphasis is on children being taught knowledge and skills within their year group, rather than within a level. There is also a focus on ‘deeper learning’ so that children are confident to apply their knowledge and skills in different contexts.

 

Assessment within school

At Watersheddings, we use Target Tracker as a data collection system to show children’s progress and attainment as they go through school. With the removal of levels, this system has been updated to show progress as steps towards year group expectations. Teachers assess children’s learning against statements matched to national curriculum expectations for each year group.

It is expected that most children will be working within their year group. Some children with additional educational needs may not be.

Within each year group, children will be assessed as:

Beginning (B) – children are meeting up to approximately 35% of statements within their year group expectations.

Within (W) – children are meeting up to approximately 65% of statements within their year group expectations.

Secure (S) – children are meeting all/nearly all of the statements within their year group expectations.

How will children progress

When children start on the National Curriculum in year 1, they will be at 1B (beginning) until they have met approximately 35% of the year group expectations. They will then progress to working at 1W (within) until they have met approximately 65% of the year group expectations. Finally, they will progress to 1S (secure) as they meet most of the year group expectations.

Once children are at this stage they will be given opportunities to apply their knowledge and skills in different contexts and achieve ‘deeper learning’ within their year group expectations.

 

This system continues in all other year groups through school.

 

Assessment Descriptions Summary

Year 6 Secure 6S Most/nearly all year 6 expectations being met.
Within 6W Up to approximately 65% of year 6 expectations being met.
Beginning 6B Up to approximately 35% of year 6 expectations being met.
Year 5 Secure 5S Most/nearly all year 5 expectations being met.
Within 5W Approximately 65% of year 5 expectations being met.
Beginning 5B Approximately 35% of year 5 expectations being met.
Year 4 Secure 4S Most/nearly all year 4 expectations being met.
Within 4W Approximately 65% of year 4 expectations being met.
Beginning 4B Approximately 35% of year 4 expectations being met.
Year 3 Secure 3S Most/nearly all year 3 expectations being met.
Within 3W Up to approximately 65% of year 3 expectations being met.
Beginning 3B Up to approximately 35% of year 3 expectations being met.
Year 2 Secure 2S Most/nearly all year 2 expectations being met.
Within 2W Up to approximately 65% of year 2 expectations being met.
Beginning 2B Up to approximately 35% of year 2 expectations being met.
Year 1 Secure 1S Most/nearly all year 1 expectations being met.
Within 1W Up to approximately 65% of year 1 expectations being met.
Beginning 1B Up to approximately 35% of year 1 expectations being met.

 

Children will continue to take Standard Assessment Tests (SATs) in the summer term of year 2 and year 6. These tests will determine whether children achieve national expectations for their age group.

Early Years Foundation Stage (EYFS)

Through the Early Years (Nursery and Reception class) children will continue to be assessed against the Development Matters bands. At the end of this Key Stage, they will be assessed to determine if they have achieved a Good Level of Development (GLD) so that they are ready to begin working on the National Curriculum.

Teachers will use this terminology and be able to discuss this further with you when they talk to you about your child’s progress at the spring term parents’ evening.