LIFE AFTER LEVELS
Parent Workshop
November 2014
LIFE AFTER LEVELS
INTRODUCTION
 From September 2014 all maintained schools were required to move to a new curriculum (the
National Curriculum 2014 – NC2014)
 At the same time the DfE decided that the old National Curriculum levels would be discontinued
with the exception of the current Years 6 and 2 who will continue with this until their SATS Tests in
July 2015
 All other year groups are to be assessed in a way that the school deems suitable
 This must be robust, easy for parent/governors to understand and be able to measure both
attainment and progress
 The DfE have stated that there is no ‘one-way’ or right way to do this
LIFE AFTER LEVELS
CHANGES
 Levels e.g. Level 3, Level 4b etc. no longer exist
 All subject areas have been separated into year groups or, in the case of Key Stage 2, Years 3 & 4
and Years 5 & 6 for reading and writing.
 Each subject has then been sub-divided into specific sections each with the knowledge that
children need to have learned during that year (or phase).
 It is important to note that these are the minimum requirements for the children and that we will
be teaching more content than the areas that will be assessed.
 To avoid confusion with old ‘Levels’ we have decided to use the terms Band and Step
 BAND – the are-related year group corresponding to the level currently being taught to a child
EXAMPLE a child working at Year 2 for reading will now be Band 2
 STEP – this will indicate how independent a child is with a specific area
LIFE AFTER LEVELS
EXAMPLE OF NEW CURRICULUM
LIFE AFTER LEVELS
EXAMPLE OF NEW CURRICULUM BY YEAR GROUP
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ASSESSMENT AT ORSETT
 At Orsett we have agreed that we will introduce a system of assessment which will follow the procedure
set out below:
 Teacher Assessments will take place half-termly according to the annual cycle.
 For both reading and writing in Years 3 & 4 and Years 5 & 6 the National Curriculum has placed the
targets on a continuum. Therefore:
 Year 3 and 5 teachers will assess against the Year 3 and Year 5 targets (although naturally it is
likely that some of Year 4 may well be covered towards the end of the year as we intend to
continue ‘fast-tracking’ children).
 Year 4 and 6 teachers will assess against the Year 4 and Year 6 targets but again some children
may well still be being assessed at a lower (or higher year group)
 We are also currently looking into purchasing formal tests (to replace the now obsolete Optional SATs
Tests) for Key Stage 2 so that our children remain familiar with the styles of questions that they will have
to answer in Year 6 SATs Tests.
LIFE AFTER LEVELS
YEAR GROUP TARGETS
 All children will have a target sheet for reading, writing and maths and these will be in the front of
their books so that they are aware of their progress towards targets.
 These are be in the form of ‘I can’ statements so that the children understand them
 They will also be used when teachers undertake Teacher Assessments so that we are consistent across
the whole school
 As the new National Curriculum is now year based it is quite likely that children will have different
target sheets e.g. a child in Year 3 may be still working at the Year 2 standard in writing whilst another
child may be working at a Year 4 standard.
 In order to lessen the perceived ‘stigma’ of working below the current year group this is why these will
be called BANDS rather than rather than Years e.g. Year 4 will be Band 4
LIFE AFTER LEVELS
CHILDREN’S TARGET SHEET - EXAMPLE
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ASSESSING EACH CHILD
 In September we assessed every child from Year 1 to Year 6 on the new curriculum (Bands:Steps) so
that we had some base-line data that we could use to trac the progress of all of our children.
 These assessments CANNOT be compared to their results (Levels) from the end of last year as the
curriculum content is different.
 When assessing the level of competency of a child in a specific statement there will be 6 options to
choose from according to the level of competency of that child.
 Children MUST achieve the specific element 3 times before it can be assessed as consistent.
 These will be called STEPS and are sub-divided as follows:
LIFE AFTER LEVELS
ASSESSING EACH CHILD
 These will be called STEPS and are sub-divided as follows:
Code
Step
Competency Level
The child can undertake this area…
B
Beginning
With adult support
B+
Beginning plus
With some adult support but moving towards independence
W
Within
Independently with reminders and occasional adult support
W+
Within plus
Independently with reminders during the task
S
Secure
Independently with reminders before the task
S+
Secure plus
Independently and moving towards the next Band
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ASSESSING EACH CHILD
 Teachers will give an overall Band/Step e.g. 5w+ for the section (e.g. comprehension) by looking at the
most current assessments given for each target and, using their professional judgement, decide on
the ‘average Band/Step for the section i.e. the aggregate
 Where the split is fairly even between two steps the teacher will take the lower step as the
judgement.
 Where, as in some cases, there are only one or two targets teachers must use their professional
judgment of the child to decide the most appropriate level e.g. a child with B and W+ needs to be
considered as to where they are most secure (most probably B)
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ASSESSING EACH CHILD – Individual Sections
09 14 10 14 11 14
09 14 10 14 11 14
09 14 10 14
09 14 10 14
09 14 10 14
09 14 10 14
09 14 10 14
09 14 10 14
09 14
09 14 10 14
09 14
09 14 10 14 11 14
Two B+, three W, two W+
Section Judgement = W
four W, three W+
Section Judgement = W
Secure +
S+
09 14 10 14 11 14
Secure
S
Within +
W+
Within
W
Beginning +
B+
Beginning
B
Secure +
S+
Secure
S
Within +
W+
Within
W
Beginning +
B+
Beginning
B
09 14 10 14 11 14
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ASSESSING EACH CHILD – Overall Assessment of a Subject
 Teachers will take an aggregate of all section judgements (excluding Handwriting in the Writing targets)
 The assessment will be recorded as follows Band:Step e.g. 6w
Example
Band 1 Mathematics
Section
Aggregate
judgement
Number and Place Value
W
Number – addition and subtraction
W
Number – fractions
B
Measurement
B+
Geometry – properties of shape
B
Geometry – position and direction
B+
OVERALL SUBJECT JUDGEMENT
1B+
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ASSESSING EACH CHILD – Tracking Progress and Attainment
PROGRESS
 The expectation for progress this year (due to the fact the curriculum was only introduced in September) is that
a child will move 5 steps over the year.
 In future years the expectation for progress will be that a child will move:
o 5 Steps from the beginning of the Autumn Term in Year 1
o 6 Steps from the end of one academic year to the end of the next in Years 2 to 6
ATTAINMENT
 The expectation is that a child’s attainment will be at age-related i.e. working within the Band for his/her actual
Year Group
LIFE AFTER LEVELS
ASSESSING EACH CHILD – Tracking Progress and Attainment
 As a school we have used a program for tracking our children’s progress and attainment called Target Tracker
 Target Tracker has developed a system for tracking our children’s progress and attainment under the NC2014
which we will be using.
 Given that this is a new system for everyone there will be some changes made to Target Tracker as it responds
to school’s requests for additional information.
 The information gathered from Target Tracker enables the School’s Assessment Leader to analyse all classes
recent assessments and consider the current standards across the whole school.
 This information is then used in the termly Pupil Progress Meetings
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PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
 After each assessment period every child’s current attainment and progress levels in reading, writing and
mathematics are analysed.
 Following the analysis Pupil Progress Meetings are held for each class.
 At these meeting the following members of staff are present:
o Headteacher
o Deputy Head
o SENCO
o Class Teacher
o Teaching Assistant
o Intervention Support Teacher
 In this meeting every child is discussed individually and actions considered for moving the children forward.
 The overall analysis of both progress and attainment of cohorts and groups of children is then fed back to staff
and governors so that any necessary changes to the curriculum can be considered and actioned to further
improve the quality of learning in our school
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PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
 The class teacher will then complete:
o a Gap Analysis of each subject to highlight any areas of strength and weakness that needs addressing
o an Action Plan highlighting specific changes for individual pupils
o A Provision Map outlining the intervention and/or challenge activities that are required to achieve
that actions in the Action Plan
 The overall analysis of both progress and attainment of cohorts and groups of children is then fed back to staff
and governors so that any necessary changes to the curriculum can be considered and actioned to further
improve the quality of learning in our school
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PUPIL PROGRESS MEETINGS– Tracking Progress and Attainment
 Below is an example of a Pupil Progress Meeting document which is then used for gap analysis, action planning
and Provision Maps
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REPORTING TO PARENTS
 Here at Orsett we believe that is vital that all parents have a clear understanding of their child’s levels of
attainment and progress.
 It is also essential that parents are supported by the school to enable them in turn to support their child
at home.
 Consequently we offer regular opportunities for parents to come into school to find out more about their
child’s education such as:
o Parent Workshops (like this one) to give parent’s the opportunity to find out how we teach
specific subjects e.g. phonics, mathematical skills etc.
o Parent And Children Together (PACT) sessions across the school for parents to spend time in
class with their child to sample their school experience
o End of LOTS Theme Open Days
o One-to-one meetings as appropriate to discuss specific issues
o Termly Parents Evenings
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REPORTING TO PARENTS
PARENTS’ EVENINGS
 At all Parents’ Evenings parents will continue to receive information from the class teacher about:
o Their child’s current level of attainment – Band:Step - in reading, writing and mathematics
o The progress that has been made since the end of the previous year (or beginning of
September 2014 for this year only)
o The child’s targets for the forthcoming term
o Any support/challenge that the child will be receiving
o How parents can support their child at home
o Other relevant issues
o Their child’s perception of the targets that they have achieved in the term and the next steps
the will be taking
ANNUAL REPORT
 Parents will also continue to receive the Annual Report detailing the attainment and progress of their
child at the end of the year together with other relevant information
Any questions?