THE SIMPLE ASSESSMENT GUIDE:
At Throston Primary School, we assess children continuously via ongoing 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:
End of Reception:
Children are assessed against 17 aspects of learning and development. 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. For a child to have a Good Level of Development they need to have a 2 or above in all areas with the exception of ‘Understanding the World’ and ‘Expressive Arts and Design’. A score of 2 means a child has not only reached the expected level they have also achieved what is called ‘The Early Learning Goal’. The GLD is a government measure for attainment in the Early Years. A list of all 17 Early Learning Goals can be ascertained from the current Early Years prospectus.
End of Year 1:
Children undergo a Phonic Screening Check to see if they meet the required government standard. Children who do not meet the required standard in Year 1, repeat the check in Year 2. The pass mark in 2017 was 32 out of 40.
What is Phonics?
Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and
blend these sounds together from left to right to make a word.
Children can then use this knowledge to ‘decode’ 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 to 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.
How does the check work?
Your child will sit with a teacher he or she knows and be asked to read 40 words aloud.
Your child may have read some of the words before, while others will be completely new.
The check normally takes just a few minutes to complete and there is no time limit. If your child is struggling, the teacher will stop the check. The check is carefully designed not to be stressful for your child.
The 2018 check will take place during the week commencing Monday 11th June 2018. Children with parents/carers in education will take the check first.
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
We will 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. 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:
Ask your child’s class teacher about the school’s approach to phonics and how you can reinforce this at home. For example, the teacher will be able to tell you which letters and sounds the class is covering in lessons each week.
You can then highlight these sounds when you read with your child. Teaching how sounds match with letters is likely to start with individual letters such as ‘s’, ‘a’ and ‘t’ and then will move on to two-letter sounds such as ‘ee’, ‘ch’ and ‘ck’.
With all books, encourage your child to ‘sound out’ unfamiliar words and then blend the sounds together from left to right rather than looking at the pictures to guess. Once your child has read an unfamiliar word you can talk about what it means and help him or her to follow the story.
Your child’s teacher will also be able to suggest books with the right level of phonics for your child. These books are often called ‘decodable readers’ because the story is written with words made up of the letters your child has learnt. Your child will be able to work out new words from their letters and sounds, rather than just guessing.
Try to make time to read with your child every day. Grandparents and older brothers or sisters can help, too. Encourage your child to blend the sounds all the way through a word.
Word games like ‘I-spy’ can also be an enjoyable way of teaching children about sounds and letters. You can also encourage your child to read words from your shopping list or road signs to practise phonics.
End of Year 2 (Key Stage 1):
Do you have a child in Year 2? If so, they will take the national curriculum tests, also known as SATs, in May 2018. Your child’s teacher will use what they have seen in the classroom, as well as the results of these tests, to help judge how well your child is progressing overall in maths, reading, writing and science. The combined results will also help teachers identify if your child needs further support, and to put this in place as early as possible.
Key Stage 1 Tests:
Teachers mark the Key Stage 1 test papers. The results (available on request) are reported as a scaled score.
• A scaled score of 100 means a child is working at the expected standard for the end of the key stage.
• A scaled score below 100 indicates that a child may need more support to help them reach the expected standard.
• A scaled score above 100 suggests a child is working above the expected standard for the key stage.
The highest scaled score a child can achieve is 120. At present a scaled score of 110 and over is considered as a high level of attainment (basically the equivalent of Greater Depth in writing).
Please note for teacher assessment ‘working towards’ and ‘working at greater depth’ are only awarded for writing. So basically apart from writing, a child can only be ‘at the expected standard’ or ‘not at the expected standard’ in reading, maths and science. Those judged to be at Greater Depth in writing are working above the national expected standard.
SCORES ON THE DOORS
Grammar & Punctuation Test (out of 50 marks)
Spelling Test (out of 20 marks)
Grammar, Punctuation & Spelling Test (out of 70 marks)
Reading Test (out of 50 marks)
Mathematics Arithmetic Test (out of 40 marks)
Mathematics Reasoning Test 1 (out of 35 marks)
Mathematics Reasoning Test 2 (out of 35 marks)
Mathematics Test (out of 110 marks)
MARK REQUIRED TO ACHIEVE THE EXPECTED STANDARD IN 2017
English Grammar, Punctuation and Spelling (pass mark: 36/70)
Reading (pass mark: 26/50)
Mathematics (pass mark: 57/110)
Monday 14th May 2018 – Key Stage 2 Test Week commences.
KEY STAGE 2 SATS PAPERS 2018
English Grammar, Punctuation and Spelling
Monday 14th May 2018
Tuesday 15th May 2018
Mathematics Papers 1 and 2
Wednesday 16th May 2018
Mathematics Paper 3
Thursday 17th May 2018
There is no reason to worry. The end of key stage 2 assessments are a way of making sure every child has mastered the basics when they leave primary education. The results help teachers identify where children may need extra help and support as they move to secondary school. If you have any questions about your child’s results and what support they might need to do well in secondary school, you should speak to their teacher. Some children won’t have taken the tests if their teacher thought they were working below the standard of the tests. If this is the case for your child, their teacher will assess them separately using different national measurements, called pre-key stage standards. If this situation applies to your child, then you should discuss any extra support they may need with their teacher.