Ks1 and Ks2 assessment
overview
2014
Alison Philipson
To update senior managers, particularly if they are new to role, on statutory
guidance and requirements for assessment at end of KS1 and KS2.
To ensure all senior managers are aware of how to apply for KS2 access
arrangements for EAL and other pupils.
Outline
1.30 – 2.00 p.m.
2016 assessment changes
2.00 – 2.20 p.m.
2015 end-of-KS1 assessment
2.20 – 3.00 p.m.
2015 end-of-KS2 assessment
Bradford Schools Online
Assessment
changes
Key messages
• By the end of each key stage, pupils
are expected to know, apply and
understand the matters, skills and
processes specified in the relevant
programme of study.
• New baseline assessment in early
Reception - schools can choose from
‘approved list’ (expectation is that most
schools will opt for this) – do as soon as
possible !
• Schools must use ‘approved’ baseline
from Autumn 2016 unless they elect to
be held to account on attainment alone
(from 2023)
• Children measured against other
children who took the same test
• Attainment: From 2016, KS2 floor
standard measure to be raised to 85 %
of pupils achieving new, higher
expectation in reading and maths tests
and writing teacher assessment
• Progress: measure from 2016 based
on percentage of pupils making
‘sufficient progress’ in all of reading,
writing and maths
2016 floor standard: higher attainment
expectation and more pupils to attain it (85 %)
so fewer schools are likely to
• In 2013,
% of schools where 60 % of
pupils attained level 4+ in all of reading and
maths tests and writing teacher assessment
• In 2013,
% of schools where 85 % of
pupils attained ‘4b’ in reading and maths tests
and writing teacher assessment
• In 2013, 90 % of schools where 60 %
of pupils attained level 4+ in all of
reading and maths tests and writing
teacher assessment
• In 2013, 10 % of schools where 85 %
of pupils attained ‘4b’ in reading and
maths tests and writing teacher
assessment
2016 floor standard: percentage of pupils
making ‘sufficient progress’ in all of
reading, writing and maths
• In 2013,
% of schools where pupil
progress from KS1 was below median
in each of the three subjects (reading,
writing and maths)
2016 floor standard: percentage of pupils
making ‘sufficient progress’ in all of
reading, writing and maths
• In 2013, 24
% of schools where
pupil progress from KS1 was below
median in each of the three subjects
(reading, writing and maths)
• DfE consultation document (July 2013)
suggested that ‘sufficient progress’ will
be defined so a similar number of
schools fall below the floor as at present
Key implications
• Pupil progress in reading, writing and
maths, rather than attainment, the focus
for most schools
• ‘sufficient progress’ will not be defined
in advance so schools need to be able
to justify how they have used
assessment to improve learning
National practice
• Tracking systems
• Practice from one school that has
developed its own system (one of
schools awarded DfE grant)
Tracking systems . . .
SIMS – key objectives/performance
indicators/performance
standards/progress grids/tracking grids
TARGET TRACKER – attainment
targets/steps (b, b+, w, w+, s, s+ - on
track for secure, is secure on all content,
understanding is broader/deeper)/tracking
grids/online
reporting
for
parents/exemplification
(including
video)
• Pupil Tracker
Practice from schools that
have developed their own
systems . . .
• Systems developed around mastery of
a subject
• High quality formative assessment and
marking/feedback is key to ensuring
that all children are on track towards
achieving end of year expectations
Hiltingbury Junior School
(one of schools awarded DfE’s Assessment Innovation Grant)
End of year expectations
Based on current levels . . .
• Y2
2b to 3c
Expected ?
•
•
•
•
•
•
Y1
Y2
Y3
Y4
Y5
Y6
2c
2a
3b
3a
4b
5/6
End of year expectations
Tracking in school . . .
•
•
•
•
•
WW Y1
ACH Y1
WW Y2
ACH Y2
WW Y3
and so on
End of year expectations
Sharing with parents . . .
•
•
•
•
Working towards
Working within
Achieved
Exceeding
End of year expectations
Pupil progress . . .
Working within Y3/Achieved Y3/Working
within Y4/Achieved Y4
____ % will achieve Y3 by the end of Y3
N.B. school knows there will be potential
issues around self-esteem
NAHT
(slides not in HO)
https://www.youtube.com/watch?v=M2aK
3Rs2IJQ
Key principles
• The assessment should link closely to the taught
curriculum
• Not everything that is taught should be assessed
• Key Performance Indicators (KPIs) should be
selected for each year group and subject, against
which teachers can make assessments
• End of year descriptors, based on the KPIs, can be
used for more summative judgements
• The whole process should include in-school , and
where, possible, inter-school moderation
• Assessment can place throughout the year against specific
objectives, rather than simply allocating children to code groups.
• Over the course of the year, teachers and pupils can see progress
being made against specific criteria, and can clearly identify those
which still need to be covered.
• Similarly, at the end of each year, it is possible to make a
judgement in relation to the overall descriptor for the year group.
• Annual tracking of those who are, and are not, meeting the
performance standard for the year group can be kept, with
intervention targeted appropriately to the overall descriptor for the
year group
• Doesn’t offer easily “measurable” steps all through the year.
Local practice
Keighley 3 LAP
(Worth Valley)
All schools developing own model (along
the lines of emerging, expected,
exceeding) but are in the process of
developing a ‘transition form’ which will
support schools with new children (high
mobility within the LAP)
PAL – Partnership for Active
Learning (BD4)
• Main priorities – developing a system
that shows how much progress pupils
have made
• Ensure
that
teachers’
subject
knowledge is absolutely spot on – do
they
know
what
age
related
expectations is ? Do they know what
children need to do to improve ? Do
they know how to teach children what
they need to know ?
• Secondary school input
East Bradford 1 LAP
• Moderation meetings for each year
group (all on the same day)
• Teachers bring a range of writing from
one pupil – level to be agreed
• Moderate in threes against revised
assessment criteria
• Moderate against criteria in new
national curriculum – group activity then
own writing
• Discuss 2016 grammar tests
Next steps for schools
to consider :
• Keeping evidence of all children’s
attainment and progress for all cohorts
• 2014/15 school development plans to include
specific actions around the development of
assessment processes
• Securely embed formative assessment
• Continue tracking using current assessment
criteria, but be mindful of the raised expectation
at the end of KS2
• Begin to develop new assessment
systems
New tests
• So important that schools begin to work
towards them now – especially in Y1
• Test outcomes to be reported by scaled
score – no new information as yet but
expected to be either side of 100 (new
tests with higher ‘expected standard’)
• Teacher assessment to be based on
‘performance descriptors’
Draft assessment performance
descriptors – KS1
• Mastery standard
(after this – depth and breadth not PoS
for following key stage)
• Above national standard
• National standard
• Working towards national standard
• Below national standard
• Below this and not assessed using P
scales - will be given a code
Draft assessment performance
descriptors – KS2 – reading,
maths and science
Working at the national standard
• Reading – word reading/comprehension
Working at the national standard
• Maths – number and place
value/number – addition and
subtraction/number – multiplication and
division/number –
fractions/measurement/geometry –
properties of shape/geometry – position
and direction/statistics
Working at the national standard
• Science – working scientifically/biology
structure and function/biology –
interdependence/chemistry – properties
of materials/chemistry – changes in
materials/
Draft assessment performance
descriptors – KS2 - writing
•
•
•
•
•
Mastery standard
Above national standard
National standard
Working towards national standard
Below national standard
Writing – KS1
• Composition – planning, drafting,
evaluating, editing and proof-reading
• Composition – applying vocabulary,
grammar and punctuation
(detailed info from NC)
• Transcription – spelling
• Transcription – handwriting
Writing – KS2
• Composition – planning, drafting,
evaluating, editing and proof-reading
• Composition – structuring and
organising text
• Composition – applying vocabulary,
grammar and punctuation
• Transcription – spelling
• Transcription – handwriting
KS1 assessment
overview
Assessment and Reporting
Arrangements KS1 2015
• All Y2 teachers need to have a copy of the ARA for 2015 - link on
Bradford Schools Online in the KS1 assessment area or at https://www.gov.uk/government/publications/key-stage-1-assessmentand-reporting-arrangements-ara
• It sets out the statutory responsibilities of those involved in assessment
and reporting for KS1.
• Teacher assessment is the main focus for end of KS1 assessment and
reporting, and is carried out as part of teaching and learning – based on
knowledge of how a child has performed over time and across a range of
contexts.
What do teachers have to assess ?
At the end of KS1, teachers have to summarise
their judgement for each eligible child and determine :
•
•
•
•
•
•
a level for reading, writing, speaking and listening
A level for each attainment target in maths
a level for each attainment target in science
Pupils working towards level 1 of the national curriculum who do
not have a special educational need should be reported as ‘W’
(working below the level)
P scales should be reported for children with special educational
needs who are working below L1 – P scales are not to be used
to assess children with English as an additional language unless
they have additional special educational needs
The code ‘NOTSEN’ should be used to explain why a pupil
working toward level 1 doesn’t have P scales reported
Tasks and tests
All headteachers must:
• identify which pupils should take the end of KS1 assessments
• ensure the appropriate assessments are administered
• keep all assessment materials secure and treat them as
confidential
• ensure that the specific content of all assessment materials is
not used to prepare pupils for the tests
• ensure that the correct administrative procedures are followed
• ensure pupils’ responses are marked accurately and
consistently
Headteachers should also give teachers enough non-contact
time to administer and mark tests.
Tasks and tests
All headteachers must:
• ensure levels for reading, writing, speaking and listening, maths
and science are recorded and judgements are monitored
• Ensure the data reflects any changes made as a result of LA
moderation
Headteachers should also give teachers enough non-contact
time to make their teacher assessment judgements.
Tasks and tests
• Teachers MUST administer the tests to help make a secure
judgement for their final teacher assessment at the end of KS1.
• As a minimum, they must administer tests in reading, writing
and maths for each pupil.
• The tests make up 1 piece of evidence for your overall teacher
assessment.
• This is the final year that schools will use the 2007 and 2009
versions of the tests – these will be delivered to schools in the
week commencing 2nd February, 2015 and may be opened
when they arrive.
• Pupils must take the tests if they have completed the
programme of study of KS1 and are considered to be working at
level 1 or above.
• Pupils who are working below level 1 or who are unable to
participate in the tests using suitable access arrangements
should not take the tests – make a teacher assessment based
on the work they complete in class throughout the year.
• If teacher assessment and task and test results differ, the
teacher assessment results should be reported.
Children who may need access arrangements
Children –
• with statement of SEN or other local agreement
(although the tests are designed so that most pupils
with a special education need or disability can
participate in the standard format)
• at School Action or School Action Plus
• with a disability that does not give rise to a special
educational need but requires alternative access
arrangements
• who are unable to sit and work at a task or test for a
sustained period
• for whom English is an additional language with
limited fluency
Access arrangements should match
the support the children receive in
school
Further information is available in the
ARA
Teacher assessment
It is strongly recommended that teachers use
formative assessment materials to support
assessment of reading, writing and mathematics –
• Regularly review the full range of evidence (written
(independent), spoken and observed) for each
assessment focus
• An assessment focus should only be highlighted if
the teacher feels the pupil has demonstrated secure
understanding in a range of contexts
• Teachers select the appropriate ‘level boundary’ and
arrive at judgements
• Undertake in-school and across LAP moderation with
colleagues
•
Revised assessment criteria
Children for whom school is unable to
make a teacher assessment
• If a teacher assessment judgement can not be made for some
pupils, e.g. because of lengthy periods of absent, a teacher
assessment code should still be recorded and reported –
https://www.gov.uk/government/publications/teacher-assessmentend-of-key-stage-1
Reporting and using results
•
Schools must report end of KS1 results to the LA by the end of the
summer term. For all pupils you must include:
- a teacher assessment level in reading, writing and speaking
and listening
- a separate teacher assessment level for each science
attainment target
- an overall teacher assessment level in mathematics and
science
• If a pupil starts at a school before the summer half-term, the
child’s new school is responsible for reporting that child’s results.
•
The window for reporting results of teacher assessment will be
towards the end of June – check Bradford Schools Online for
details in the Spring term.
•
Outcomes are loaded into RAISEonline during the autumn term.
Reporting to parents
• Schools are not obliged to report task or
test results separately. However,
parents must be allowed access to their
child’s results on request.
• Reports to parents must include –
- achievements
- general progress
- attendance record
Calculating and reporting
teacher assessment results
• See guidance in ARA
• Briefing usually takes place towards the
end of the first half of the Spring term
KS1 moderation
“…(to) confirm whether a school’s key stage 1 teacher
assessment is consistent with national standards, and if
not, how the school should change it.”
•
•
•
•
Statutory obligation to moderate KS1 assessment judgements in
25% schools each year – this also includes moderation of schools
where Area Achievement Officers have concerns about standards
and accuracy of assessment in KS1
Priority 1 schools, schools with entirely new Y2 teams and Y2
NQTs are also moderate
schools are to be moderated they cannot report assessment
results to the LA until after the moderator’s visit
Reciprocal appeals process is in place with Education Leeds
• Supportive process
• Schools will be informed that they are going to be
moderated within the last week of Spring term and are
invited to send Y2 teachers to a moderation meeting to
meet with moderator and complete planning form for inschool moderation visit
• Teachers will be asked to bring sample of writing for three
pupils from each class – this will be moderated at the
meeting
• At the meeting, a date will be made for the school visit
where reading and maths will be moderated
• Writing will only be moderated in school if school requests
this or there were issues with accuracy of levelling at the
moderation meeting
• Moderators will use the national level
descriptors and revised assessment
criteria for writing when moderating in
schools
Academies
• Reminder – if you would like Bradford
LA to continue to moderate/monitor on
your behalf, please request this in
writing
Level 3
• Actions from STA’s moderation of LAs
and evaluation events –
“evidence that level 3 is used correctly
within schools and during LA
moderation visits”
“If they show evidence of a level 3, they
are a level 3.”
Level 3
• Level 3 writing from Bradford schools on
Bradford Schools Online in KS1
assessment area
Text Types Guidance and
Progression Papers - on BSO
• Do teachers use these to support them
with knowing what progression looks
like within a genre ?
• The moderation process is supported by Y2
moderation workshops for all schools that cover
reading, writing and maths. Schools are invited to
send at least one Y2 teacher to these workshops.
• Y2 and Y3 teachers should also be working together
in school to moderate samples of work for maths,
reading and writing – KS1 standards files on Bradford
Schools Online in KS1 assessment area
Y2 moderation workshops – all at
The Innovation Centre at The Design
Exchange, Bradford
15.1.15 p.m.
4.2.15 p.m
3.3.15 p.m.
Book on through Courses Desk in the usual way.
KS2 assessment
overview
Assessment and Reporting
Arrangements KS2 2015
• All Y2 teachers need to have a copy of the ARA for 2015 link on
Bradford Schools Online in the KS1 assessment area or at –
https://www.gov.uk/government/publications/key-stage-2-assessment-andreporting-arrangements-ara
It sets out the statutory responsibilities of those involved in assessment and
reporting for KS2
KS2 tests
Schools must administer level 3 – 5 tests in English reading,
English grammar, punctuation and spelling and maths. Test week
is w/c 11th May, 2015.
All headteachers must:
• Keep the test materials secure and treat them as confidential
before, during and after the test period(these will be delivered to
school in the week commencing 27th April, 2015
• Be able to give an accurate account of everyone with access to
test materials
• Ensure that test administrators are appropriately trained
• Carry out all tests according to the published timetable
• Complete and submit the headteacher’s declaration form on the
NCA tools website
• Co-operate with any monitoring visit request
The level 6 tests
N.B. Level 6 equates to grade C at G.C.S.E
• Schools may administer optional level 6 tests in reading and
maths to children who are already demonstrating attainment
above level 5.
• To be awarded an overall level 6 in a subject, a child must
achieve both a level 5 in the end of Key Stage 2 test and pass
the level 6 test for that subject.
• Refer to previous level 6 test papers in order to inform your
assessment of whether to enter children for the tests (available
on the test orders section of NCA tools).
Preparing children for Level
6 in reading and writing – all at
The Innovation Centre at The Design
Exchange, Bradford
13.1.15 – Preparing children for Level 6 in reading and
writing
21.1.15 - Level 6 reading workshops for teachers AND
children – one in the morning and one in the afternoon
Book on through Courses Desk in the usual way.
L6 writing moderation panel
10.6.15 – please send L6 writing to AP by
5.6.15 if you think you may have level 6
writers
Science sampling
• Tests recommenced in 2014 using a
biennial, pupil-level sampling system
• No science sampling this year
Test security
• Once the delivery has been checked against the delivery note, schools
should reseal the box containing the test packs and mark scheme
packs and store it in a secure, locked place and not be opened until
the dates specified on the front of each item.
• Contact STA if a delivery is incomplete or faulty, anyone suspects that
there might have been a breach of security with the test materials or
an of the test packs are unsealed or damaged on arrival (photographic
evidence may be asked for)
• Test packs should be opened in the test room when the pupils are
ready to start the test unless you have been granted permission to
open them early
Collation and security of scripts
• Test scripts must be returned immediately to the
headteacher or senior member of staff who is
responsible for the Key Stage 2 tests
• They must not be looked at, annotated or
reviewed in any way (unless it is necessary to
make a transcript)
• They must be stored securely in the packaging
provided and kept in a secure place until they are
collected
• All notification forms or other relevant paperwork
must be attached to the test scripts
• It is advised that test administrators work in pairs
rather than on their own
• Teachers and test administrators must not discuss
the content of the test papers on social media or
publish it in blogs
Children who may need access arrangements
Children –
• with statement of SEN or other local agreement
(although the tests are designed so that most pupils
with a special education need or disability can
participate in the standard format)
• at School Action or School Action Plus
• with a disability that does not give rise to a special
educational need but requires alternative access
arrangements
• who are unable to sit and work at a task or test for a
sustained period
• for whom English is an additional language with
limited fluency
Access arrangements should match
the support the children receive in
school
Further information is available in the
ARA
Additional time
Online Application on NCA tools website before 5pm on Monday 13th
April, 2015 – this year apply directly to NCA
Collect evidence for up to 25% extra time – make sure you
use the correct tests – see lists
A. Evidence of three of the following is needed :
•
•
•
•
Below average reading age (standardised score below 85)
Increase in reading age by nine months with 25% additional time
Free writing speed of 10 words or fewer per minute
Phonological processing speed below average
(standardised score below 90) and performance – see AAG
• Discrepancy between cognitive ability and performance
Or
B. Evidence of one criteria is needed;
• Pupils with limited fluency in English (Level 1 or 2 of the
common scale for assessment in A language in common)
• Other exceptional circumstances
Note – a report from a professional is no longer necessary
Identifying access arrangement needs?
• Have you given pupils an opportunity to do a practice
test?
• Are pupils performing at the same level in tests as in
class? If not, why not?
• Consider all access arrangements e.g. additional
time, translation, rest breaks, readers, prompter,
early opening, amanuensis and or transcription
• Identify the support that would help pupils working at
level 3 or above to achieve the same level in the test
as in class
• an application is not required for children with a
statement of SEN
Early opening
Application needs to be made on the Access
arrangements section of the NCA tools website by 5pm
13th April, 2015 if school needs to open test papers
more than one hour before test is due to start. Written
confirmation needs to be received by school before
tests are opened. These could include the following
reasons • Preparations for visually or hearing impaired
• Transportation – PRU, hospital
Unforeseen circumstances
• Unforeseen injuries – use access arrangements
• Administering tests elsewhere
• Special Consideration application can be made to STA
by 22nd May, 2015
e.g. Death of a close family member or friend, serious,
disruptive domestic crisis, terminal illness, serious
accident of pupil, family member or other major
disruption.
Access arrangements - key
dates
• 2nd February, 2015- the access arrangements section of NCA
tools website is available for online applications for additional
time, early opening, special consideration and compensatory
marks
• 5pm, 13th April, 2015 - deadline for online applications for
additional time, early opening, special consideration and
compensatory marks
• 22nd May, 2015 – deadline for schools to submit special
consideration applications
THE INAPPROPRIATE USE OF ANY ACCESS
ARRANGEMENTS MAY LEAD TO THE ANNULMENT OF A
PUPIL’S RESULTS
Timetable variation
• If a school uses a timetable variation
(https://www.gov.uk/key-stage-2-tests-how-toapply-for-a-timetable-variation) the
headteacher must ensure that:
• the pupil takes the test(s) at the nominated
time(s)
• STA is informed of any variation to the
nominated time
Schools must also make sure affected pupils
haven’t had the opportunity to communicate
with any other pupils who have already taken
the test. You must gain assurance from parents
that the pupil:
• is kept apart from other pupils taking or who
have taken the test
• hasn’t had access to the internet during the
test period
Day-to-day organisation:
• Impact on whole school
• Clear organisation
LA monitoring
• Unannounced visits to 10% of KS2 schools will take
place before, during or after tests
• Inform the LA and STA without delay about any
irregularities in the test administration process and
discuss steps to take
Test results
• Results will be published as marks and levels from 7th July,
2015
• Level thresholds for the tests will be published on the same day
• Marked test scripts will be available from 7th July = a hard copy
will be returned to schools and on screen marked tests will be
available to access and print via the NCA tools website
• Schools may return marked scripts to pupils but are not required
to do so
• You must return any missing marked test scripts immediately to
the NCA helpline
• Schools can apply for a review of marking – deadline to do so is
17th July, 2015 and schools will be informed of outcome by 4th
September, 2015
• DfE includes all pupils who have completed KS2 when
calculating school-level performance measure in performance
tables and on the RAISEonline website
Discounting pupils’ results
Schools have a opportunity to do this during the annual
performance tables checking exercise in September 2015.
These will be children who have recently arrived overseas
with little or no English and who fit the following criteria –
• they were admitted to an English school for the first time
during the 2013/14 or 2014/15 school year
• they arrived from overseas before their admission
• English is not an official language of the country they came
from
Teacher assessment
It is strongly recommended that teachers use
formative assessment materials to support
assessment of reading, writing and mathematics –
• Regularly review the full range of evidence (written
(independent), spoken and observed) for each
assessment focus
• An assessment focus should only be highlighted if
the teacher feels the pupil has demonstrated secure
understanding in a range of contexts
• Teachers select the appropriate ‘level boundary’ and
arrive at judgements
• Undertake in-school and across LAP moderation with
colleagues
•
Revised assessment criteria
Reporting teacher assessment
levels at the end of KS2
• Headteachers must report teacher assessment judgements for
English, maths and science to STA for pupils who are at the end
of KS2
• Ensure the data reflects any changes made as a result of LA
moderation
• Teacher assessment judgements may be submitted on the NCA
tools website from 1st June, 2015
• The deadline for submission of teacher assessment and P scale
data is 26th June, 2015
•
Pupils working towards level 1 of the national curriculum who do
not have a special educational need should be reported as ‘W’
(working below the level)
•
P scales should be reported for children with special educational
needs who are working below L1 – P scales are not to be used
to assess children with English as an additional language unless
they have additional special educational needs
•
The code ‘NOTSEN’ should be used to explain why a pupil
working toward level 1 doesn’t have P scales reported
Reporting to parents
• Schools are not obliged to report task or
test results separately. However,
parents must be allowed access to their
child’s results on request.
• Reports to parents must include –
- achievements
- general progress
- attendance record
KS2 writing moderation
“…(to) confirm whether a school’s key stage 2 teacher
assessment is consistent with national standards, and if
not, how the school should change it.”
•
•
•
•
Statutory obligation to moderate KS2 assessment judgements in
25% schools each year – this also includes moderation of schools
where Area Achievement Officers have concerns about standards
and accuracy of assessment in KS1
Priority 1 schools, schools with entirely new Y6 teams and Y6
NQTs are also moderate
schools are to be moderated they cannot report assessment
results to the LA until after the moderator’s visit
Reciprocal appeals process is in place with Education Leeds
• Supportive process
•Schools will be informed that they are going to be
moderated within the last week of the Spring term and are
invited to send Y6 teachers to a briefing meeting to meet with
their moderator, arrange a date for the school visit and select
an initial sample of children for moderation
• Moderation visits consider ordinary independent work
produced across all areas of the curriculum. Schools are
not expected to produce any additional work or compile
portfolios for moderation
• Moderators will use the national level
descriptors and revised assessment
criteria for writing when moderating in
schools
Academies
• Reminder – if you would like Bradford
LA to continue to moderate/monitor on
your behalf, please request this in
writing
Text Types Guidance and
Progression Papers
• Do teachers use these to support them
with knowing what progression looks
like within a genre ?
Writing exemplification
• Do teachers know what a level 4, 5 and
6 piece of writing looks like ? exemplification on Bradford Schools
Online in the KS2 assessment area
Level 6
• Level 6 writing from Bradford schools –
exemplification on Bradford Schools
Online in KS2 assessment area
Y6 writing moderation workshops
– all at The Innovation Centre at The
Design Exchange, Bradford
2.2.15 p.m.
10.3.15 p.m.
14.4.15 p.m.
Book on through Courses Desk in the usual way.
Maladministration
Maladministration refers to any act that
affects the security of the national
curriculum assessments or could lead
to results that do not reflect pupils’
actual ability or unaided work and also
refers to levels that do not reflect
moderation
alison.philipson@bradford.gov.uk