Guidance on Assessment Without National Curriculum Levels
1.
Introduction
The September 2014 version of the National Curriculum removes national curriculum
levels (apart from pupils in Year 2 and Year 6 in the 2014-15 academic year who will
not be taught the new curriculum). Schools have been given the freedom to design
assessment systems that meet their local needs.
The three Somerset Headteacher Associations (SAPHTO, SASH and SAHSP)
agreed to form a working group to provide guidance on assessment post levels to
support progression. The group has met four times and has researched responses
that are emerging across the country.
It is clear that the complete picture about assessment and accountability is still
emerging. Ofsted have just written to schools about the use of assessment
information in inspections in the 2014-15 academic year. This guidance is intended to
provide a direction of travel to inform Headteachers and schools and to be capable of
adaptation in the light of feedback and further information as it emerges. For these
reasons ‘making haste slowly’ would seem to be a sound strategy. A number of
documents have recognised this – the NAHT assessment commission channelled the
Hitchhikers Guide to the Galaxy in saying ‘Don’t panic’. ‘There will be a mixed
economy in most schools as they see current pupils through the final years of
the old system and engage with the new curriculum. Schools are advised to
evolve new structures, rather than try to cope with a barren landscape devoid
of the old.’1 ‘The use by schools of suitably modified National Curriculum levels as
an interim measure in 2014 should be supported by the government. However,
schools need to be clear that any use of levels in relation to the new curriculum can
only be a temporary arrangement to enable them to develop, implement and embed
a robust new framework for assessment. Schools need to be conscious that the new
curriculum is not in alignment with the old National Curriculum levels.’2 These
statements were supported by the recent Ofsted guidance to inspectors: ‘In 2014/15,
most schools, academies and free schools will have historic performance data
expressed in national curriculum levels, except for those pupils in Year 1. Inspectors
may find that schools are tracking attainment and progress using a mixture of
measures for some, or all, year groups and subjects.’3
1
Report if the NAHT Commission on Assessment February 2014
Report if the NAHT Commission on Assessment February 2014
3 Note for inspectors: use of assessment information during inspections in 2014/2015 Ofsted July 2014
2
2.
Principles
The working group agreed a set of principles, which guided our work:
1. The school’s assessment system should be designed to assess the
school’s curriculum – the curriculum should not be designed to fit the
assessment system
2. Assessment should be against clear, agreed, objective and descriptive
criteria
3. Pupil progress and achievement should be communicated in descriptive
profiles rather than solely numerical summaries
4. Summative judgements should be based on a range of appropriate
assessment information over time e.g. observation, questioning, tests,
exams, shorter and longer tasks
5. Assessment outcome should provide meaningful and understandable
information for pupils, parents and teachers
6. Assessment feedback should inspire greater effort and the belief that more
can be achieved.
These principles led in turn to a set of practicalities to address in Somerset:
1. We need a common assessment and reporting system across Somerset to
support progression whilst allowing for adaptation local MIS systems and
variations.
2. We need a system that is formative, focussed on supporting the learning of
each child, but which will also generate a simple summative set of numbers
which can be used at transition to indicate a standard of attainment, and
will measure overall progress.
3. We need to start with the core subjects but also allow for the expansion of
the system to the full range of subjects across the curriculum, if this is
considered desirable.
4. We need a system which is simple to understand and operate but also
complex enough to satisfy the range of applications to which it will be put.
5. We need a system that is inclusive, and can be used across all phases and
contexts (i.e. from First to Upper schools, from mainstream to special).
3.
A Proposed Common Recording System for Somerset
3.1
Recommended Timescales



As a minimum formal, recorded assessment should be once per term (3 x
per year), but schools may choose to record assessments every half-term
(6 x per year)
Consistent timescales need to be enforced so that pupils are assessed at
regular intervals and the data analysed without it becoming a burden on
Teaching and other members of staff
Formative assessment is used to inform and adapt teaching programmes
3.2
Recording of data


Children should be assessed to provide a baseline at the start of Year 1
Schools should also have the facility to record Test results as well as
Teacher Assessments
The recording of summative data should be numeric, based on the current
Early Years recording of 3 stages per year (Emerging, Expected,
Exceeding).
Recommended:


Meaning
Data Entry
Year R/Baseline Year 1
Meaning
Data Entry
Year 3
Meaning
Data Entry
Year 6
Emerging
0.1
Emerging
3.1
Emerging
6.1
Expected
0.2
Expected
3.2
Expected
6.2
Exceeding
0.3
Exceeding
3.3
Exceeding
6.3
Year 1
Year 4
Year 7
Emerging
1.1
Emerging
4.1
Emerging
7.1
Expected
1.2
Expected
4.2
Expected
7.2
Exceeding
1.3
Exceeding
4.3
Exceeding
7.3
Year 2
Year 5
Year 8
Emerging
2.1
Emerging
5.1
Emerging
8.1
Expected
2.2
Expected
5.2
Expected
8.2
Exceeding
2.3
Exceeding
5.3
Exceeding
8.3

3.3
N.2 (Expected) is the age related expectation for each year group
Values



In order for any calculations of progress to be measured each scale (1.1,
1.2, 1.3 etc.) must have a value attached.
It is not necessary for these values to be revealed to Class Teachers or
Governors etc. as they will be concerned with age related expectation and
progress
It was considered that simple would be best so the value would match the
actual scale as follows:
3.4
Scale
Value
1.1
1.1
1.2
1.2
1.3
1.3
2.1
2.1
2.2
2.2
2.3
2.3
3.1
3.1
3.2
3.2
3.3
3.3
4.1
4.1
4.2
4.2
4.3
4.3
5.1
5.1
5.2
5.2
5.3
5.3
6.1
6.1
6.2
6.2
6.3
6.3
7.1
7.1
7.2
7.2
7.3
7.3
8.1
8.1
Measure of progress


Each value or point score would be known as a Scale
Progress would be deemed good if a pupil made 1 Scale point progress
per term. So a pupil deemed to be working at age related expectation at
the end of Year 2 (2.2) would be expected to be working at age related
expectation at the end of Year 3 (3.2)
3.5
The criteria against which pupils are to be assessed
Reading has been considered as an initial subject and an assessment
guideline sheet is included as Appendix 1 to show descriptive statements for
word reading and reading comprehension up to Year 6. The assessment
guideline sheet for reading has been included as an example for consultation.
If the model is considered to be helpful and useable then it will be extended to
other subjects in the autumn.
3.6
Conclusions and Proposals:
1. Within the Primary sector there should be 3 x Milestones. Each Milestone
to cover a two-year period. i.e. Milestone 1 to cover Year 1 and Year 2;
Milestone 2 curriculum Years 3 and 4 and Milestone 3, Years 5 and 6
2. Each Milestone covers both Word Reading and Reading Comprehension,
through the use of Learning Objectives
3. Formative Assessment grids containing the Learning Objectives will be
available to assist Class Teachers with recording what each pupil has
achieved and what they need to do to move forward
4. There were very few differences between the various models of
assessment sheets based on the National Curriculum from various sources
apart from tense and general wording.
5. Within each Milestone to constitute Emerging (.1), Expected (.2) and
Exceeding (.3)
6. To determine which Scale best fits a pupil’s attainment, teachers should
use their professional judgement as to the best fit of the consistency and
depth of a pupil’s grasp of a skill or concept, as suggested below
Emerging
Shows some grasp of skills
and concepts on some
occasions
Expected
Secure in many aspects on
most occasions
Exceeding
Secure in all or almost all
aspects on all or almost all
occasions
All Formative Assessment Grids to be supplied to Schools in a printable format for
those Class Teachers who would prefer to manually record data.
Appendix 1
Assessment Guidelines
EYFS Early Learning Goals
Word Reading
Pupils can:
 Use phonic knowledge to decode regular words and read them out loud
accurately.
 Also read some common irregular words.
Reading Comprehension
Pupils can:
 Read and understand simple sentences
 Demonstrate understanding when talking with others about what they
have read.
Year 1
Word Reading
Pupils can:
 Apply phonic knowledge and skills as the route to decode words.
 Respond speedily with the correct sound to graphemes (letters or
groups of letters) for all 40 plus phonemes including where applicable
alternative sounds for graphemes
 Read accurately by blending sounds in unfamiliar words containing
GPCS that have been taught
 Read common exception words noting unusual correspondences
between spelling sounds and where these occur in words read words
containing taught GPCS and –s, es – ing – ed – er and –est endings
 Read other words of more than one syllable that contain taught GPCS
 Read words with contractions (I’m, I’ll, we’ll), and understand that the
apostrophe represents the omitted letter (s)
 Read aloud accurately and fluently books that are consistent with their
developing phonic knowledge and that do not require them to use other
strategies to work out words
Reading Comprehension
Pleasure in Reading and Motivation to Read
Pupils can:
 Listen to and discuss a wide range of poems, stories and non-fiction at a
level beyond that at which they can read independently
 Can link what they read or hear read to their own experiences
 Are familiar with key stories, fairy stories, traditional tales, re-telling them
and considering their particular characteristics
 Recognise and join in with predictable phrases
 Are able to recite some rhymes and poems by heart
 Discuss word meanings, linking new meanings to those already known
Understanding of Texts
Pupils can:
 Draw on what they already know, or on background information and
vocabulary provided by the teacher
 Check the text makes sense to them as they read and correcting
inaccurate reading
 Discuss the significance of the title and events
 Make inferences on the basis of what has been said and done
 Predict what might happen on the basis of what has been read so far
 Participate in discussion about what is read to them, taking turns and
listening to what others say
 Explain clearly their understanding of what is read to them
Year 2
Word Reading
Pupils can:
 Continue to apply phonic knowledge and skills as the route to decode
words until automatic decoding has become embedded
 Continue reading fluently
 Read accurately by blending the sounds in words that contain the
graphemes taught so far, especially recognising alternative sounds for
graphemes
 Read accurately words of two or more syllables that contain the same
graphemes as above
 Read words containing common suffixes
 Read further common exception words, noting unusual
correspondences between spelling and sound and where these occur in
the word
 Read most words quickly and accurately, without overt sounding and
blending, when they have been frequently encountered
 Read aloud books closely matched to their improving phonic
knowledge, sounding out unfamiliar words accurately, automatically and
without undue hesitation
 Re-read these books to build up their fluency and confidence in word
reading.
Reading Comprehension
Pleasure in Reading and Motivation to Read
Pupils can:
 Listen to, discuss and express views about a wide range of
contemporary and classic poetry, stories and non-fiction at a level
beyond that at which they can read independently
 Discuss the sequence of events in books and how items of information
are related
 Become increasingly familiar with and retell a wider range of stories,
fairy stories and traditional tales
 Pupil understand that non-fiction books can be structured in different
ways
 Recognise simple recurring literary language in stories and poetry
 Discuss and clarify the meanings of words, linking new meanings to
known vocabulary
 Discuss their favourite words and phrases
 Continue to build up a repertoire of poems learnt by heart, reciting some,
with appropriate intonation to make the meaning clear
Understanding of Texts
Pupils can:
 Draw on what they already know or on background information and
vocabulary provided by the teacher
 Check that the text makes sense to them as they read and correct
inaccurate reading
 Make inferences on the basis of what is being said and done
 Answer and ask questions
 Predict what might happen on the basis of what has been read so far
 Participate in discussion about books, poems and other works that are read
to them and those that they can read for themselves.
 Explain and discuss their understanding of books, poems and other
material, both those that they listen to and those that they read for
themselves.
Year 3 and Year 4
Word Reading
Reading Comprehension
Pupils can:
 Apply their growing knowledge of phonics, root words, prefixes and suffixes
(etymology and morphology) both to read aloud and to understand the
meaning of new words they meet:
words with the /k/ sound spelt ch (Greek in origin)
words with the /ʃ/ sound spelt ch (mostly French in origin)
words ending with the /g/ sound spelt –gue and the /k/ sound spelt –
que (French in origin)
words with the /s/ sound spelt sc (Latin in origin)
words with the /eɪ/ sound spelt ei, eigh, or ey
suffixes beginning with vowel letters to words of more than one syllable
the /ɪ/ sound spelt y elsewhere than at the end of words
the /u/ sound spelt ou
more prefixes: dis / mis / in / il / im / ir / re / sub / inter / super / anti /
auto
more suffixes: tion / sion / ssion / cian / ly, ous
words with endings: ure
 Read further exception words, noting the unusual correspondences
between spelling and sound, and where these occur in the word.
Pleasure in Reading and Motivation to Read
Pupils can:
 Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks
 Read books that are structured in different ways
 Read for a range of purposes
 Use dictionaries to check the meaning of words that they have read
 Increase their familiarity with a wide range of books, including fairy stories,
myths and legends, and retell some of these orally
 Identify themes and conventions in a wide range of books
 Prepare poems and play scripts to read aloud and to perform, showing
understanding through intonation, tone, volume and action
 Discuss words and phrases that capture the reader’s interest and
imagination
 Recognise some different forms of poetry [for example, free verse,
narrative poetry]
Understanding of Texts
Pupils can:
 Pupil check that the text makes sense to them, discuss their understanding
and explain the meaning of words in context
 Pupil recognise and understand the meanings of homophones and near
homophones
 Pupil ask questions to improve their understanding of a text
 Pupil draw inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justify inferences with evidence
 Pupil predict what might happen from details stated and implied
 Pupil identify main ideas drawn from more than one paragraph and
summarise these
 Pupil identify how language, structure, and presentation contribute to
meaning
 Pupil retrieve and record information from non-fiction
 Pupil participate in discussion about both books that are read to them and
those they can read for themselves
Year 5 and Year 6
Word Reading
Pupils can:
Pleasure in Reading and Motivation to Read

Pupil apply their growing knowledge
of phonics, root words, prefixes and
suffixes (morphology and etymology),
both to read aloud and to understand
the meaning of new words that they
meet:
Pupils can:
-
Words with the /i:/ sound spelt ei after
c
Words containing the letter-string
ough
Words with ‘silent’ letters (i.e. letters
whose presence cannot be predicted
from the pronunciation of the word)
Endings which sound like /ʃəs/ spelt –
cious or –tious
Endings which sound like /ʃəl
Words ending in –ant, –ance/–ancy, –
ent, –ence/–ency
Words ending in –able and –ible
Words ending in –ably and –ibly
Adding suffixes beginning with vowel
letters to words ending in –fer
-
-
Reading Comprehension
 Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference
books or textbooks
 Pupil read books that are structured in different ways and read for a range of purposes
 Pupil are familiar with a wide range of books, including myths, legends and traditional stories, modern
fiction, fiction from our literary heritage, and books from other cultures and traditions
 Pupil can recommend books that they have read to their peers, giving reasons for their choices
 Pupil identify and discuss themes and conventions in and across a wide range of writing
 Pupil make comparisons within and across books
 Pupil learn a wider range of poetry by heart
 Pupil prepare poems and plays to read aloud and to perform, showing understanding through intonation,
tone and volume so that the meaning is clear to an audience
Understanding of Texts
Pupils can:
 Check that the book makes sense to them, discussing their understanding and exploring the meaning of
words in context
 Recognise and understand the meanings of trickier homophones and other words that are often confused
 Ask questions to improve their understanding
 Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify
inferences with evidence
 Predict what might happen from details stated and implied
 Summarise the main ideas drawn from more than one paragraph, identifying key details that support the
main ideas
 Identifying how language, structure and presentation contribute to meaning
 Pupil discuss and evaluate how authors use language, including figurative language, considering the impact
on the reader
 Distinguish between statements of fact and opinion
 Retrieve, record and present information from non-fiction
 Participate in discussions about books that are read to them and those they can read for themselves,
building on their own and others’ ideas and challenging views courteously
 Explain and discuss their understanding of what they have read, including through formal presentations and
debates, maintaining a focus on the topic and using notes where necessary
 Provide reasoned justifications for their views
APPENDIX 2:
SIMS is the established MIS in most Somerset schools and following the Summer
2014 upgrade, the assessment package within SIMS will include a number of new
Templates/Marksheets, Formative Assessment Grids, Tracking and Analysis Grids
and Individual Reports.
The assessment package is fully integrated into the SIMS system and as such, has
the capacity to draw on data recorded for each pupil, i.e. Attendance, Behaviour,
Achievement etc. without the need to re-enter or maintain a separate system.
The new assessment package will include:
1.
Formative Assessment Grids for:







Reading (Word and Comprehension)
Writing (Spelling, Handwriting & Presentation, Composition and
Vocabulary, Punctuation and Grammar)
Spoken Language
Mathematics (Place Value, Addition & Subtraction, Multiplication &
Division, Addition, Subtraction Multiplication & Division, Fraction, Ration,
Algebra, Measurement, Geometry Shapes, Geometry Position & Direction
and Statistics)
Science Knowledge (Living Things, Plants, Animals & Humans, Evolution,
Rocks, States of Matter, Light, Forces & Magnets, Sound, Electricity,
Materials, Earth & Space and Seasonal Changes)
Science Working Scientifically
Foundation Subjects (Art Design, Computing, Design & Technology,
Foreign Language, Geography, History, Music and PE)
(The different areas within each subject are relevant to each particular Chris
Quigley Milestone).
2.
For all areas of English, Maths and Science there is a statutory Learning
Objective and also a Non-Statutory Guidelines area. The Non-Statutory
Guidelines area could be amended to incorporate the Chris Quigley Essentials
or other formative assessment methods.
3.
Teachers can record whether a pupil is Above expected, At expected or Below
expected in each Learning Objective. This could be restricted to At expected
or Schools recommended to just use At, with the Overall Assessment being
recorded as being Above, At or Below expected.
4.
At the end of each term (or half-term) an Overall Assessment can be recorded.
5.
There is an area to record Strengths and Next Steps for each pupil which can
be used for reporting to parents.
6.
For those Class Teachers who would like to manually record data on APP
Grids there are marksheets available to enable assessments to be recorded
against each Learning Objective, which can then be used to calculate an
overall Teacher Assessment and progress.
7.
The marksheets will also include areas where Strengths and Next Steps can
be recorded.
8.
The marksheets are colour coded to show age related expectation and good
level of progress.
In addition there will be Tracking Grids (brick walls) to show individual pupil progress
and Individual Reports which can be used as a way of reporting to parents.
Formative Assessment Grid showing areas achieved and also Strengths and Next Steps
NOTE the Statutory and Non-statutory areas
Marksheet showing areas that have been achieved, together with an overall scale
Members of the working party
Simon Faull
Somerset Challenge Director
Diana Denman
Headteacher, Fairmead Special School
Ali Goff
Deputy Head, Birchfield Primary School
David Hayward
SAPHTO Exec Officer
Elaine Hewitt
Deputy Head, Shepton Mallett Infants School
Richard Stead
Headteacher, Milverton Primary School
Liz Bowskill
Deputy Headteacher, Fairlands Middle School
Claire Way
Assistant Headteacher, Maiden Beech Academy
Tom Colqhuon
Assistant Headteacher, The Blue School
Richard Graydon
SASH Exec Officer
Shonogh Pilgrim
Principal, Ansford Academy
Steve Wardle
Assistant Headteacher , Robert Blake Science College
Alistair Gregory
ELIM
Sarah Hill
ELIM
Lucinda Searle
Senior Education Technology Advisor; Strategic
Manager,
ELIM (e-learning and Information Management Service)
Simon Wood
ELIM
David Theobald
Senior Primary Adviser
Claire Marshland
Headteacher, Lovington Primary School
Note for inspectors: use of assessment
information during inspections in
2014/15
All schools, academies and free schools are required to publish, in relation to
each academic year, the content of the school’s curriculum for each subject
and details of how additional curriculum information may be obtained.
From 1 September 2014, all maintained schools will be required by law to
teach the relevant national curriculum programmes of study by the end of the
key stage. Schools can teach the elements in the programmes of study in any
order, even where they are written for separate year groups. Academies and
free schools do not have to teach the national curriculum.
National curriculum levels will be removed from September 2014. In 2014/15,
Year 2 and Year 6 pupils will not be taught the new curriculum. The 2015 Key
Stage 1 and Key Stage 2 assessments and tests will be on the old national
curriculum and will be the last to be reported on against levels.
In 2014/15, most schools, academies and free schools will have historic
performance data expressed in national curriculum levels, except for those
pupils in Year 1. Inspectors may find that schools are tracking attainment and
progress using a mixture of measures for some, or all, year groups and
subjects.
16
As now, inspectors will use a range of evidence to make judgements,
including by looking at test results, pupils’ work and pupils’ own perceptions of
their learning. Inspectors will not expect to see a particular assessment
system in place and will recognise that schools are still working towards full
implementation of their preferred approach.4
However, inspectors will:
 spend more time looking at the range of pupils’ work to consider what
progress they are making in different areas of the curriculum
 talk to leaders about schools’ use of formative and summative
assessment and how this improves teaching and raises achievement
 evaluate how well pupils are doing against relevant age-related
expectations as set out by the school and the national curriculum
(where this applies)5
Further advice and guidance to support schools in selecting an appropriate
system may be found by following the links below:
Assessment principles: school curriculum, DfE, April 2014:
www.gov.uk/government/publications/assessment-principles-schoolcurriculum.
4
Schools win funds to develop and share new ways of assessing pupils:
www.gov.uk/government/news/schools-win-funds-to-develop-and-share-newways-of-assessing-pupils.
National curriculum and assessment: information for schools, DfE, March
2014: www.gov.uk/government/publications/national-curriculum-andassessment-information-for-schools.
Assessment Commission Report, NAHT, February 2014,
www.naht.org.uk/welcome/news-and-media/keytopics/assessment/assessment-commission-resources/.
Case study One - Assessment without levels,
www.ascl.org.uk/utilities/document-summary.139FCCAF-54DA-416DB67D2FA2149B6BA7.html.
Case study Two - Assessment without levels
http://www.ascl.org.uk/utilities/document-summary.8A5E3F46-2082-416E928E83DAA69E3AB0.html.
5 Schools are likely to use a combination of relevant national curriculum
expectations and performance descriptors where they apply (see below), and
expectations set by the school for other (continued in the footnote below)
subjects and age groups through the chosen assessment system. For the end
of each key stage, the government will set the expected standards in reading,
writing, mathematics and science. In between, it is for schools to determine
where pupils must be in relation to that standard. For Key Stage 1, the DfE
will provide performance descriptors for expected national standards in
mathematics, reading and writing. It will provide a single descriptor of the
expected standard for science. For Key Stage 2, the DfE will provide
performance descriptors for expected standards in writing. For science,
reading and mathematics, it will provide a single descriptor of the expected
17
 consider how schools use assessment information to identify pupils
who are falling behind in their learning or who need additional
support to reach their full potential, including the most able
 evaluate the way schools report to parents and carers on pupils’
progress and attainment and assess whether reports help parents to
understand how their children are doing in relation to the standards
expected.
Leadership and management
In arriving at judgements within leadership and management, inspectors will
usually consider how well:
 a suitably broad and balanced curriculum and the system of
assessment set out what pupils are expected to know, understand
and do, and by when
 the assessment system is linked to the school’s curriculum
 information about what is taught in the curriculum is shared with
parents and carers, including by meeting the legal requirement to
make curriculum information available on the school’s website
 the school uses detailed formative and summative assessment to
ensure that pupils, teachers and parents know if pupils are achieving
the expected standard or if they need to catch up
 assessment information, including test results, are used by leaders
and governors to improve teaching and the curriculum for all pupils.
Accuracy of assessment
In evaluating the accuracy of assessment, inspectors will usually consider
how well:
 any baseline assessment, teacher assessment and testing are used
to modify teaching so that pupils achieve the expected standards by
the end of year or key stage
 assessment draws on a range of evidence of what pupils know,
understand and can do in the different aspects of subjects in the
curriculum, for example, through regular testing
standard. The DfE will publish the draft performance descriptors in autumn
2014. At both key stages, tests will be reported against scaled scores rather
than levels.
Key Stage 4 programmes of study for English and mathematics will be
published in August 2014 for teaching from September 2015. Science will be
published for teaching from September 2016.
18
 teachers make consistent judgements and share them with each
other; for example, within a subject, across a year-group and
between adjacent year-groups
 leaders ensure the accuracy of assessment through internal and
external standardisation and moderation
 governors assure themselves of the rigour of the assessment
process
 schools adopt the best practice of working together to moderate
assessment for year groups and the end of key stages, and to
develop common understanding of attainment and share records at
points of transfer (within the context of the revised common transfer
file).
Progress
In arriving at judgements about progress, inspectors will usually consider how
well:
 pupils’ work shows that, where possible, they have the knowledge,
understanding and skills expected for their age as set out by the
curriculum and assessment system
 all pupils are set aspirational targets and that they are on track to
meet or exceed these expected standards by the end of each key
stage
 assessment, including test results, targets, performance descriptors
or expected standards are used to ensure that all pupils make the
progress their teachers expect and that more able pupils do work
that deepens their knowledge and understanding
 progress in literacy and mathematics is assessed by drawing on
evidence from other subjects in the curriculum, where this is sensible
 pupils’ strengths and misconceptions are identified and acted on by
teachers during lessons, and more widely, to:
 plan future lessons and teaching
 remedy where pupils do not demonstrate knowledge or
understanding of a key element of the curriculum
 deepen the knowledge and understanding of the most able.
Reporting
In evaluating the effectiveness of reporting, inspectors will assess the way the
school reports on the progress and attainment of pupils to parents and carers.
Inspectors will consider whether reports help parents to understand how well
their children are doing in relation to any standards expected.
19