Curriculum, SEND and
Assessment Changes
Tuesday 14th October 2014
Thursday 16th October 2014
Purpose of the meeting
To discuss the Children and Families Act 2014
and to explain the impact of this act on
children with special educational needs.
To explain why we have a new National
Curriculum and how the new National
Curriculum is different from the old National
Curriculum.
To explain the new assessment procedure at
Claytons.
Children & Families Bill 2014
The Children & Families Bill 2014 has introduced
far reaching changes.
Part 3 of the legislation relates to special
educational needs and disabilities.
The 7 Key Changes
1. Involvement of children, young people and parents at
the heart of the legislation
2. More coordinated assessment process; new 0-25
Education, Health and Care Plan
3. LA, health and care services to commission services
jointly re SEN & disabilities
4. LAs to publish a clear, transparent local offer of
services for all CYP (Children and Young People) with
SEND
www.bucksfamilyinfo.org
The 7 Key Changes
5. New statutory protections for young people aged 1625; stronger focus on preparing for adulthood
6. Offer of a personal budget for families and young
people with a Plan, extending choice and control over
their support
7. All SEN duties to apply equally to all schools, inc.
Academies and Free Schools
What does this mean for us?
The categories School Action and School
Action Plus have been replaced by a new
category Additional SEN Support.
The school is in the process of reviewing the
SEND register to reflect this.
Focus on outcomes rather than processes
Individual Provision Maps
In time all IPMs will need to be transferred
over to Additional SEND Support Plans for
children who are moved over onto the new
SEND Register.
Education and Heath Care Plan
Throughout this academic year we will be
transferring children in the school who currently
have a statement over to an EHC
Mrs Rietdyk and I are holding a meeting on
Wednesday 5th November at 7.30pm in school
to explain how this process will work.
Questions
?
The new National Curriculum
Why?
Greater Curricular Freedom
Excellence and Higher Standards
Improving Outcomes
Average National Curriculum End of Year Levels EYFSP and KS1
EYFSP
and
corresponding
NC level start
of KS1
Wc
Wb
Wa
1c
1b
1a
1
2 and 3
4 and 5
6
7
8 and 9
Year 1
2c
2b
2a
3c
3b
Average
Year 2
Average
Average National Curriculum End of Year Levels KS2
1a
Year 3
Year 4
Year 5
Year 6
2c
2b
2a
3c
3b
3a
4c
4b
4a
Average
Average
Average
Average
5c
5b
5a
Subject Names
We no longer use the terms literacy, numeracy
and ICT.
The National Curriculum uses the terms, English,
Maths and Computing.
The terms geometry, statistics and algebra are
used.
There are clear statutory requirements for
teaching grammar.
Essential Knowledge
The new National Curriculum focuses on essential
knowledge that all pupils should learn.
It is now even more explicit what each
pupil should be learning at each stage of
their school career.
Examples Y1 - Reading
Examples Y6 – Number
Wider Curriculum
The new National Curriculum is one element of
the wider school curriculum.
Schools are responsible for delivering a balanced
curriculum that develops pupils understanding
and skills in order to give them a sound
foundation from which to progress.
Questions
?
The new assessment procedure
Early Years Foundation Stage Curriculum
(Nursery and Reception) remains the same.
Assessment procedures in EYFS are the same
for this academic year.
The Government plans to introduce a baseline
test for all reception pupils next year. The
results from the test will be used to predict
outcomes for each child at the end of Year 6.
Early Learning Goals
LITERACY
ELG 09
Reading
Children read and understand simple sentences. They use phonic knowledge to decode regular
words and read them aloud accurately. They also read some common irregular words. They
demonstrate understanding when talking with others about what they have read.
ELG 10
Writing
Children use their phonic knowledge to write words in ways which match their spoken sounds.
They also write some irregular common words. They write simple sentences which can be read by
themselves and others. Some words are spelt correctly and others are phonetically plausible.
MATHEMATICS
ELG 11
Numbers
Children count reliably with numbers from one to 20, place them in order and say which number is
one more or one less than a given number. Using quantities and objects, they add and subtract
two single-digit numbers and count on or back to find the answer. They solve problems, including
doubling, halving and sharing.
The new assessment procedure
In September 2014 the new National
Curriculum became compulsory for all
children in Years 1 – 6, in all subjects with the
exception of Year 2 and Year 6 in English,
Maths and Science.
Year 2 and Year 6 will be using LEVELS in
English, Maths and Science for this academic
year ONLY!
Year 2 and Year 6
Average National Curriculum End of Year Levels EYFSP and KS1
EYFSP
and
corresponding
NC level start
of KS1
Wc
Wb
Wa
1c
1b
1a
1
2 and 3
4 and 5
6
7
8 and 9
Year 1
2c
2b
2a
3c
3b
Average
Year 2
Average
Average National Curriculum End of Year Levels KS2
1a
Year 3
Year 4
Year 5
Year 6
2c
2b
2a
3c
3b
3a
4c
4b
4a
Average
Average
Average
Average
5c
5b
5a
The new assessment procedure
How will the rest of the pupils be assessed?
What the Government says
“… schools should then be free to design their
approaches to assessment to support pupil attainment
and progression. The assessment framework must be
built into the curriculum, so that schools can check
what pupils have learned and whether they are on
track to meet expectations at the end of the key
stage, and so that they can report regularly to
parents.”
Source: Reform of the national curriculum in England Government response to the consultation conducted
February – April 2013 (July 2013)
What does this mean for us at
Claytons?
Greater autonomy - we are free to design our own
assessment approach
Our assessment framework must be built into the
curriculum
There needs to be a direct relationship between what
is taught and what is assessed.
We must check what our pupils have learned and
whether they are on track to meet expectations at the
end of the key stage
The progress/attainment of the children will be
monitored by the accountability system
Levels have been removed
Types of assessment
Assessment for Learning – AfL assessment is ongoing and used to check students’ learning.
AfL is happening constantly in a classroom. The
information is used to amend planning, support
pupils etc.
OUR AfL ASSESSMENT PROCEDURES WILL
REMAIN THE SAME.
Types of assessment
SUMMATIVE - The goal is to evaluate student
attainment by comparing it against some sort of
standard or benchmark.
This is the area we are changing
Old Summative Assessments
The school held assessment weeks each term
(before parents evening) and the children were
given an old national curriculum level.
This data was used to check pupils progress.
New Summative Assessments
The school will be using a suite of assessments from
GL assessment
PIE – Progress in English
PIM – Progress in Maths
NGRT – New Group Reading Test
CAT – Cognitive Abilities Test
The assessments provide a range of information
including a child’s Standard Age Score (SAS).
Baseline Tests
The children in Years 1 – 6 sat the new suite of
tests during September to provide a baseline.
PIE
PIM
NGRT
Year 1
√
√
Year 2
√
√
Year 3
√
√
√
Year 4
√
√
√
Year 5
√
√
√
Year 6
Key PIE – Progress in English
NGRT – New Group Reading Test
CAT
√
√
√
PIM – Progress in Maths
CAT – Cognitive Abilities Test
Standard Age Scores
2016 tests for Year 2 and Year 6
The new curriculum talks about age expected
achievement.
The new 2016 tests for both KS1 and KS2 will
report a scaled score with 100 being the
EXPECTED STANDARD. The range will be
between 80 – 130
Are they on track to meet
expectations?
Our tracking system needs to monitor the
children carefully against the National
Curriculum to make sure the children are on
track to meet their end of key stage
expectations. If they are not, we have to put
steps in place to address this.
Infomentor
The school has purchased a planning and
assessment tool called infomentor.
We have written I can statement against all of
the NC statements.
Year 1 Reading
Y = Yet to develop
D = Developing
HD = Has developed
C = Confident at
WB = Working beyond
Working Together
Importance of Reading
Slavin, Lake, Davis and Madden (2009) state
“Success in primary school is virtually
synonymous with success in reading, and those
children who lack the ability to read as they
move to secondary education inevitably face
problems in every subject as a result” (p.2).
Source: Slavin, R. E., Lake, C., Davis, S., & Madden, N. (2009). Effective Programs for Struggling Readers: A Best
Evidence Synthesis. Baltimore MD: John Hopkins University, Center for Research and Reform in Education
(CRRE).
Simple View of Reading
Questions
?