At Throston Primary School, we assess children continuously via on-going teacher assessment and tests. This information is regularly reported to parents. Assessments are divided into two categories namely statutory and optional. Children have to do statutory assessments under current government legislation. The statutory assessments are as follows:
1) End of Reception: Children are assessed against 17 aspects of learning and development. The aspects can be seen on page 17 of the 2014/15 Early Years prospectus. Children are awarded a score
of 1 (Emerging), 2 (Expected) or 3 (Exceeding) for each aspect. A higher score indicates a higher level of attainment. In 2013 62.9% of children obtained a Good Level of Development. In other words children achieved the expected level in ALL Prime Areas AND English and Mathematics.
2) End of Year 1: Children undergo a Phonic Screening Check to see if they meet the required government standard. Please see the accompanying government information sheet for parents. Children who do not meet the required standard in Year 1, repeat the check in Year 2. In 2014, 76.7% of children
passed the check compared to 74.0% nationally in 2014.
3) End of Year 2 (End of Key Stage 1): Children undergo rigorous teacher assessment in the following areas: Speaking and Listening, Reading, Writing, Mathematics and Science. Year 2 teachers use tests to
support their judgements. Level 2 is the nationally expected level of achievement for children at the end of Key Stage 1. A level of 3 or above represents achievement above the nationally expected standard for
most seven-year-olds. In 2014 100% obtained a Level 2 or above in reading, 96.7% obtained a Level 2 or above in writing and 100.0% obtained a Level 2 or above in mathematics.
4) End of Year 6 (End of Key Stage 2): Children undergo rigorous teacher assessment in the following areas: Speaking and Listening, Reading, Writing, Mathematics and Science. Level 4 is the nationally expected level of achievement for children at the end of Key Stage 2. A level of 5 or above represents achievement above the nationally expected standard for most eleven-year-olds. In addition to teacher
assessment children have to sit what are called SATs (Standard Assessment Tests) in Grammar, Punctuation and Spelling (please refer to the government leaflet), Reading and Mathematics.
Week commencing: Monday 11th May 2015 – Key Stage 2 SATs Week (results returned Tuesday 7th July 2015). Please ensure your child is NOT absent during this very important week.
Year 6 - Key Stage 2 Tests 2014 - Please ensure your child is not absent from school
Since September 2014, the current system of ‘levels’ used to repeat children’s attainment progress has been removed. This has allowed us greater flexibility in the way that we plan and assess pupil’s learning.
Our new assessment system allows teachers to assess children’s skills and knowledge over a period of time.
Teachers will ascertain if children can apply their skills and knowledge;
Always with thought
* Year 2 and Year 6 will use levels for the last time this year.
Foundation Subjects are now assessed by Milestone Steps. There are 3 milestone steps that can be
Milestone 1: To be achieved at the end of Key Stage 1.
Milestone 2: To be achieved at the end of Lower Key Stage 2.
Milestone 3: To be achieved at the end of Upper Key Stage 2.
Depending on how children apply their skills and knowledge will relate to whether children are:
emerging in a year group
developing in a year group
secure in a year group
mastered a year group
How well a child applies their skills relates to a numeric value:
0 to 11 Months Entering
0 to 11 Months Developing
0 to 11 Months Securing
8 to 20 Months Entering
8 to 20 Months Developing
8 to 20 Months Securing
16 to 26 Months Entering
16 to 26 Months Developing
16 to 26 Months Securing
22 to 36 Months Entering
22 to 36 Months Developing
22 to 36 Months Securing
30 to 50 Months Entering
30 to 50 Months Developing
30 to 50 Months Securing
40 to 60 Months Entering
40 to 60 Months Developing
40 to 60 Months Securing
Reception Nearly Exceeding
Year 1 Nearly Emerging
Year 1 Emerging
Year 1 Developing
Year 1 Secure
Year 1 Mastering
Year 2 Emerging
Year 2 Developing
Year 2 Secure
Year 2 Mastering
Year 3 Emerging
Year 3 Developing
Year 3 Secure
Year 3 Mastering
Year 4 Emerging
Year 4 Developing
Year 4 Secure
Year 4 Mastering
Year 5 Emerging
Year 5 Developing
Year 5 Secure
Year 5 Mastering
Year 6 Emerging
Year 6 Developing
Year 6 Secure
Year 6 Mastering
Year 7 Emerging
Year 7 Developing
Year 7 Secure
Year 7 Mastering
NB 0.5 can be added to a child’s point score at the end of each year for ‘mastery’ of the curriculum
What is Phonics?
Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.
Research shows that when phonics is taught in a structured way - starting with the easiest sounds and
progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5–7. Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.
Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia.
What is the Phonics Screening Check?
The phonics screening check is a quick and easy check of your child’s phonics knowledge. It helps your school confirm whether your child has made the expected progress. In 2015 the Phonics Screening Check will take place the week commencing Monday 15th June 2015.
How does the check work?
What are ‘non-words’?
The check will contain a mix of real words and ‘nonwords’ (or ‘nonsense words’). Your child will be told
before the check that there will be non-words that he or she will not have seen before. Many children will be familiar with this because many schools already use ‘non-words’ when they teach phonics.
Non-words are important to include because words such as ‘vap’ or ‘jound’ are new to all children. Children cannot read the non-words by using their memory or vocabulary; they have to use their decoding skills. This is a fair way to assess their ability to decode.
After the check
Your school should tell you about your child’s progress in phonics and how he or she has done in the screening check in the last half-term of Year 1. If your child has found the check difficult, your child’s school should also tell you what support they have put in place to help him or her improve. You might like to ask how you can support your child to take the next step in reading.
All children are individuals and develop at different rates. The screening check ensures that teachers
understand which children need extra help with phonic decoding.
Helping your child with phonics
Phonics works best when children are given plenty of encouragement and learn to enjoy reading and books. Parents play a very important part in helping with this.
Some simple steps to help your child learn to read through phonics:
What is the English grammar, punctuation and spelling test?
The English grammar, punctuation and spelling test assesses your child’s English skills in four key areas in Year 6:
It forms part of the National Curriculum Tests (NCTs) which are taken by pupils at the end of Key Stage 2. Your child’s teacher will be able to explain what each of these key areas cover.
How will my child benefit from the test?
The ability to write and communicate are key life skills. Next year, your child will draw on these skills when taking part in new work across all of the different secondary subjects. In the long term, your child will be able to use these skills throughout their education and employment, and their adult life.
How long is the test?
We expect that most children will take about an hour to complete the test.
When will I know how well my child has performed in the test?
Your school will let you know your child’s result before the end of the summer term.
What if my child finds the test difficult?
Ask your child’s teacher about what steps they can take to help your child to improve their grammar, punctuation and spelling skills. They may also be able to suggest how you can help your child to practise these skills at home.
Will this test be appropriate for my child as they have special educational needs?
Ask your child’s teacher and the special educational needs co-ordinator how your child’s needs will affect
the way in which they complete the test, and what adjustments are available. They will also be able to tell
you how the test result will be used to inform the support they receive as they move onto the secondary curriculum.