HEREFORDSHIRE
Assessing without Levels
October 2014
Wigmore Teaching School Alliance
Data & Assessment Project
• This group was put together by Wigmore
Teaching School Alliance following funding
achieved in the development for supporting
assessment for the new National Curriculum.
National Picture – Key Points
The new National Curriculum (NC) for Key Stages 1-4 does not CURRENTLY
include any level descriptors. However, performance descriptors are due to be
published imminently.
• The new NC became statutory in
September 2014, EXCEPT for the
children who will be in Years 2, 6
and 9, who are still to be taught
the current NC and assessed
using NC levels in Summer 2015.
• There is NO NATIONAL system
for schools to use to track pupil
progress. Schools can choose to
develop their own system or
adopt any system that they feel
meets their needs.
• Summer 2016 will be the first
year of statutory assessment NOT
TO USE levels.
• Ofsted will still want to see
GOOD EVIDENCE OF PUPIL
PROGRESS, both from the
tracking of progress over time
and from qualitative evidence
such as observations of teaching
and in pupils’ written work.
Aims of this Group?
• To make assessment manageable in the absence of
levels.
• To allow teachers to feel confident in using the systems
suggested.
• To facilitate progress to be measured.
• To make the assessment system fit for purpose in terms
of children, staff, parents and Ofsted.
• To ensure consistency with a system that can be
moderated.
• To ensure consistency from the EYFS
Assessment
We are working to develop a system using SIMS* that will enable
schools to record pupils’ attainment in terms of the following:
Within Each Year Group
Entering
Within
Achieved
• Each stage of a year group has a points value so that progress
can be measured.
• The terms reflect the new and increased expectations from
the new curriculum.
*Using SIMS, as the majority of schools in Herefordshire have this MIS
System. However, schools can obviously choose their own assessment
package and develop that themselves.
Objectives
• Staff have trialled the objective sheets.
• The sheets are reduced in number from the APP model that was
used previously.
• The terms ‘entering’ , ‘ within’ & ‘achieved’ have been allocated
with a points value for each year group so that progress can be
measured. The terms reflect the new and increased expectations
from the new curriculum.
• 3 points per year is deemed as good progress (this would mean a
child would be secure in 90% plus of number and SSM objectives
over a year group) . 3 points plus would be better than expected
progress (example to follow later in presentation).
• Specific key stage milestones would be EYFS, Year 2, Year 4 & Year
6.
• The documents can also be used as a planning tool.
Y4 Maths Curriculum Example
NUMBER, PLACE, VALUE
ADDITION SUBTRACTION
MULTIPLICATION DIVISION
FRACTIONS
Add and subtract numbers with
up to 4 digits using the formal
Recall multiplication and division Recognise and show, using
Count in multiples of 6, 7, 9,
written methods of columnar
facts for multiplication tables up to diagrams, families of common
25 and 1000.
addition and subtraction where 12 × 12.
equivalent fractions.
appropriate.
Use place value, known and
Estimate and use inverse
Find 1000 more or less than
derived facts to multiply and
operations to check answers to a
a given number.
divide mentally, including:
calculation.
multiplying by 0 and 1.
Count backwards through
zero to include negative
numbers.
Recognise the place value of
each digit in a four-digit
number (thousands,
hundreds, tens, and ones).
Order and compare numbers
beyond 1000.
Solve addition and subtraction
two-step problems in contexts,
deciding which operations and
methods to use and why.
Count up and down in
hundredths; recognise that
hundredths arise when dividing
an object by one hundred and
dividing tenths by ten.
Solve problems involving
increasingly harder fractions to
Use place value, known and
calculate quantities, and
derived facts to multiply and
fractions to divide quantities,
divide mentally, including: Dividing
including non-unit fractions
by 1.
where the answer is a whole
number.
Use place value, known and
derived facts to multiply and
Add and subtract fractions with
divide mentally, including:
the same denominator.
multiplying together three
numbers.
Recognise and use factor pairs and Recognise and write decimal
commutativity in mental
equivalents of any number of
calculations.
tenths or hundredths.
Identify, represent and
estimate numbers using
different representations.
Multiply two-digit and three-digit
Recognise and write decimal
numbers by a one-digit number
equivalents to 1/4, 1/2, 3/4.
using formal written layout.
Round any number to the
nearest 10, 100 or 1000.
Solve problems involving
multiplying and adding, including
using the distributive law to
multiply two digit numbers by one
digit, integer scaling problems and
harder correspondence problems
such as n objects are connected to
m objects.
Solve number and practical
problems that involve
rounding, ordering and
exploring negative numbers
and with increasingly large
positive numbers.
Read Roman numerals to
100 (I to C) and know that
over time, the numeral
system changed to include
the concept of zero and
place value.
Find the effect of dividing a oneor two-digit number by 10 and
100, identifying the value of the
digits in the answer as ones,
tenths and hundredths.
Round decimals with one decimal
place to the nearest whole
number.
Compare numbers with the same
number of decimal places up to
two decimal places.
Solve simple measure and money
problems involving fractions and
decimals to two decimal places.
MEASUREMENT
SHAPE
POSITION
STATISTICS
Interpret and present
Compare and classify geometric
discrete and continuous
Convert between different units of
Describe positions on a 2shapes, including quadrilaterals
data using appropriate
measure [for example, kilometre to
D grid as coordinates in
and triangles, based on their
graphical methods,
metre; hour to minute].
the first quadrant.
properties and sizes.
including bar charts and
time graphs.
Solve comparison, sum
Describe movements
Measure and calculate the
and difference problems
Identify acute and obtuse angles between positions as
perimeter of a rectilinear figure
using information
and compare and order angles translations of a given unit
(including squares) in centimetres
presented in bar charts,
up to two right angles by size.
to the left/right and
and metres.
pictograms, tables and
up/down.
other graphs.
Identify lines of symmetry in 2-D Plot specified points and
Find the area of rectilinear shapes
shapes presented in different
draw sides to complete a
by counting squares.
orientations.
given polygon.
Estimate, compare and calculate
different measures, including
money in pounds and pence.
Read, write and convert time
between analogue and digital 12and 24-hour clocks.
Solve problems involving
converting from hours to minutes;
minutes to seconds; years to
months; weeks to days.
Complete a simple symmetric
figure with respect to a specific
line of symmetry.
Maths Assessment Example
ENTERING
WITHIN
ACHIEVED
For a child to be deemed to be ‘ENTERING’ into the year
group objectives they should have achieved UP TO 50% of
the objectives for Number and SSM.
For a child to be deemed working ‘WITHIN’ a year group’s
objectives they need to have achieved AT LEAST 50% of
the Number objectives and 50% of the SSM objectives
For a child to be deemed ‘ACHIEVED’ within a year group’s
objectives then they would have had to have achieved 90%
of the Number objectives and 90% of SSM objectives
* For year 6 these percentage rules would also apply to algebra & statistics.
Place Value Across All Years
Example Yearly ‘Levels’
Points Progress
Yr Group
Children on a lower
level than Y1
Expectation, Pre Y1
Summer
Working in Year 1
Working in Year 2
Working in Year 3
Working in Year 4
Working in Year 5
Working in Year 6
Pts Value
Level
16
Ee
17
18
Ed
E2
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Y1e
Y1w
Y1A
Y2e
Y2w
Y2A
Y3e
Y3w
Y3A
Y4e
Y4w
Y4A
Y5e
Y5w
Y5A
Y6e
Y6w
Y6hA
Y7t
Description
ELG 1: 30-50 Emerging
ELG 1: 30-50
Developing
ELG 2
Entering/Elg 3
equivalent
Within
Y1 Achieved
Entering
Within
Y2 (KS2 ready)
Entering
Within
Y3 Achieved
Entering
Within
Y4 Achieved
Entering
Within
Y5 Achieved
Entering
Within
Y6 (KS3 ready)
Transition
Pts
Value
16
Working below NC
levels - Summer Y1
17
18
Levels
Description
P6
P6 Scale
P7
P8
P7 Scale
P8 Scale
Less than
Expected:
<3 per yr
Good: 3
pts per
yr
Better than
expected:
3 pts per
year
3
3
<6
6
>6
9
<12
12
>12
15
<18
18
>18
Better than expected progress
Example of Progress
Less than 3 Points
3 Points
More than 3 Points
Less than Expected Progress
Expected Progress
More than Expected Progress
Specific key stage milestones would be EYFS,
Year 2, Year 4 & Year 6.
Examples of Children’s KS1-KS2 Progress
Example 1:
A child makes expected progress
(12 points)
Example 2:
A child makes better than expected
progress (14 points)
End Year 2
Year 2 Achieved
End Year 2
Year 2 Entering
End Year 3
Year 3 Achieved
End Year 3
Year 3 Entering
End Year 4
Year 4 Achieved
End Year 4
Year 4 Within
End Year 5
Year 5 Achieved
End Year 5
Year 5 Achieved
End Year 6
Year 6 Achieved
(KS3 Ready)
End Year 6
Year 6 Achieved
(KS3 Ready)
Example 3:
An example of a more
able child
End Year 2
Y3 Entering
End Year 3
Y4 Entering
End Year 4
Y5 Entering
End Year 5
Y6 Entering
End Year 6
Y7 Transition
Example of Marksheet
The marksheet should reflect :
• prior attainment for the child
• termly attainment for the child
• termly and yearly progress from baseline of that
year*
• end of year key stage milestones – Year 2, 4 and 6
*equivalent to end of previous year or when a new child starts in
the relevant year group
Example of Maths Y4 Marksheet
Pastoral
Information
Old or New EYFS
depending on
cohort
Until 2016 Based
on CURRENT KS1
Prior Attainment
Baseline based on
previous year
Progress indicators
from Baseline
Term Attainment
Key stage
Milestone
Age Expectation
New Style Marksheets Spring 2015
Example of Maths Y4 Progress Tracking Grid
Progress* is staggered across terms:
Autumn – 1 point = Good Progress
Spring
– 2 point = Good Progress
Summer – 3 point = Good progress
*Progress is from Y4 Baseline (equivalent to end
of previous year or when a new child starts in the
relevant year group)
Sample Reports
NEW knowledge statement report
Red text indicates
curriculum descriptors
Sample GROUP Reports
'New’ Summary Report showing
Achievement
Sample DISCOVER Graphs
Y4 Age Expectation Graph for Y4, Pupil
Premium, Service, EAL & FSM Children
Progress Graph showing for Y4, Pupil
Premium & Non Pupil Premium Children.
Y4 Summer Term Attainment
Other considerations
• Age expectation tests? Various schemes available
• High school liaison for KS3
• Positive feedback from senior management from both
primary and high schools.
• Consultation with other educational experts.
• Completely flexible.
• SIMS tracking tools can be adapted to suit your needs and
used for other age related assessments.
.
Next Steps….
• Maths pilot beginning autumn term with various
Herefordshire primary schools
• Writing is being developed in conjunction with Margaret
Fennell.
• We are awaiting further guidance in connection with
Reading.
• We continue to work with Here Teach but would welcome
feedback from ANY school.
• For further information:
Bernie Davies (bdavies@st-pauls.hereford.sch.uk
Jayne Maund (jmaund@holmer.hereford.sch.uk)
Charlotte Hyde (chyde@credenhill.hereford.sch.uk
Emma Shearer (eshearer@riverside.hereford.sch.uk
Emma Matchette (emma.matchette@hoopleltd.co.uk)