Outcomes for ALL learners Formative Assessment and Tracking

Assessments

We have at Knowsley Village a rigorous assessment system which ensures the children do not fall behind or become ‘stuck.’ If children require  intervention to support or challenge this is put into place via the class teacher and/ or the SENCO. The assessment systems also enables the children to be challenged and supported . We share assessments with parents and Governors. We have ongoing formative teacher assessment alongside target setting. We have two parents evenings a year where progress is discussed.On appointment parents are welcome to come and discuss their child’s progress outside of parents evening. Children’s curriculum targets are given to parents so that learning is shared between home and school. At the end of each Key Stage there are tests in which the results are externally published. The Assessment ‘Tests’ at end of Foundation Stage, End of Key Stage 1 and end of Key Stage 2 are reported externally.  There is a  assessment for Year 1 one phonics, which is reported to parents, which again is a supportive process to track progress.

The Headteacher, SENCO, and Key Stage Phase Leaders monitor progress and assessments.

The school has three Governor Standards Meetings a year. The attainment and progress across the whole school is fully discussed and monitored with Governors of that committee.

The School Development Plan and School Self Evaluation document also monitors outcomes for children.

Up to September 15 assessments were reported as levels. From September 2015 assessment will be reported as emerging, expected and exceeding across the school and not just across Foundation Stage . Published data will be reported at the ‘expected’ standard  or higher for that age group. For Key Stage 2 published data will include average progress scores and averaged scaled scores. 

Assessment Information

End of Foundation Stage Results 2013/14

Children at the end of Foundation Stage age:

  • The percentage of pupils that attained expected+ in reading is 81%
  • The percentage of pupils that attained expected+ in writing is 75%
  • The percentage of pupils that attained expected+ in Mathematics is 85%

End of Key Stage One Results 2013/14

Children at the end of Key Stage 1 age related expectations are a level 2

  • The percentage of pupils that attained a Level 2C+  in reading is 88%
  • The percentage of pupils that attained a Level 2C+ in writing is 94%
  • The percentage of pupils that attained a level 2C+ in Mathematics is 94%

End of Key Stage Two results 2013/14

Children at the end of Key stage 2 age related expectations are a level 4

Children are expected to make 2 levels progress from their KS1 result

  • The percentage of pupils that attained a Level 4C+ in reading is 81% / 2 levels Progress 81%
  • The percentage of pupils that attained a Level 4C+ in writing is 96%  /  2 levels Progress 100%
  • The percentage of pupils that attained a level 4C+ in Mathematics is 89 % / 2 levels Progress 96%
  • The percentage of pupils that attained a level 4C+ in Grammar Spelling and punctuation is 81 %
  • The percentage of pupils eligible for fsm that attained a level 4C + is 75%
  • The percentage of pupils that attained a Level 5 in reading is 30%
  • The percentage of pupils that attained a Level 5 in writing is 30%
  • The percentage of pupils that attained a level 5 in Mathematics is 48%
  • The percentage of pupils that attained a level 5 in Grammar Spelling and punctuation is 56%
  • The percentage of pupils that attained a Level 6 in both Maths is 11%
  • The percentage of pupils that attained a Level 6 in Grammar Spelling and punctuation is 11%.
  • This is 3 levels of progress.

End of Foundation Stage Results 2014/15

Children at the end of Foundation Stage age

  • The percentage of pupils that attained expected+ in reading is76%
  • The percentage of pupils that attained expected+ in writing is 80%
  • The percentage of pupils that attained expected+ in Mathematics is 88 %

End of Key Stage One Results 2014/15

Children at the end of Key Stage 1 age related expectations are a level 2

  • The percentage of pupils that attained a Level 2C+ in reading is 83 %
  • The percentage of pupils that attained a Level 2C+ in writing is 83%
  • The percentage of pupils that attained a level 2C+ in Mathematics is 92 %

End of Key Stage Two results 2014/15

Children at the end of Key stage 2 age related expectations are a level 4

  • The percentage of pupils attained a Level 4C+ in reading is 94% / 2 levels Progress 100%
  • The percentage of pupils attained a Level 4C+ in writing is 82% / 2 levels Progress 94%
  • The percentage of pupils attained a level 4C+ in Maths is 88 % / 2 levels Progress 94%
  • The percentage of pupils attained a level 4C+ in Grammar, Spelling & punctuation is 76 %
  • The percentage of pupils eligible for FSM (not CLA) that attained a level 4C in all three subjects is 100% / Progress 100% ( FSM data also reported in pupil premium section)
  • The percentage of pupils that attained a Level 5+ in reading is 41%
  • The percentage of pupils that attained a Level 5+in writing is 29%
  • The percentage of pupils that attained a level 5+ in Mathematics is 41%
  • The percentage of pupils attained a level 5+ in Grammar,Spelling & Punctuation is 59%

The percentage of pupils that attained a Level 6 in Maths is 18%. This is 3 levels of progress.

  • Combined Level 4 in Reading, Writing, Maths (Floor Level 65%)

Level 4+ in all 3 subjects ‘Reading/Writing /Maths’

  • 2014= 74%
  • 2015= 82%

 

From September 15 results are to reported in a different format to previous years – ‘Expected’ Standard for that age group is reported

End of Foundation  Stage Results 2015/16:

  • Percentage of children achieving an expected Good Level of Development  at KV 70% national 69.3%

End of Year 1 Phonic Results 2015/16:

  • Percentage of children achieving the expected standard at KV 79.2% National 80.6%

End of Key Stage 1 Results 2015/16:

  • Percentage of children achieving the expected standard in Reading  at KV 88.5%    National 74.1%
  • Percentage of children achieving the expected standard in Writing  at KV 88.5%   National 65.5%
  • Percentage of children achieving the expected standard in Maths  at KV 88.5%  National 72.7%
  • Percentage of children achieving the expected standard in Reading Writing and Maths at KV 88.5%   National 60.3%

End of Key Stage 2 Results 2015/16:

  • Percentage of children achieving the expected standard in Reading at KV 72.2%   National 65.3%
  • Percentage of children achieving the expected standard in Writing  at KV 88.9%  National 74.1%
  • Percentage of children achieving the expected standard in Maths at KV 77.8%  National 69.5%
  • Percentage of children achieving the expected standard in Reading Writing and Maths at KV 66.7%  National 53%
  • Percentage of children achieving a higher standard in Reading  Writing and Maths  is 11% National 9%
  • Percentage of children achieving the expected standard in Spelling Grammar and Punctuation at KV 77.8% National 72.1%

Average Scaled Score Key Stage 2

  • Reading 101
  • Spelling grammar and punctuation 104
  • Maths 103

Average Progress Scores  from Key stage1 to Key Stage 2

  • Reading  -1.2
  • Writing     1.7
  • Maths       0.5

End of Foundation  Stage Results 2016/17:

  • Percentage of children achieving an expected Good Level of Development  at KV 71.4% national 71%

End of Year 1 Phonic Results 2016/17:

  • Percentage of children achieving the expected standard at KV 67% National 81%

End of Key Stage 1 ( Year 2) Results 2016/17:

  • Percentage of children achieving the expected standard in Reading  at KV 84%    National 76%
  • Percentage of children achieving the expected standard in Writing  at KV 84%   National 68%
  • Percentage of children achieving the expected standard in Maths  at KV 84%  National 75%

End of Key Stage 2 Results 2016/17: * To be validated

  • Percentage of children achieving the expected standard in Reading at KV 73%   National 71%
  • Percentage of children achieving the expected standard in Writing  at KV 88%  National 76%
  • Percentage of children achieving the expected standard in Maths at KV 96%  National 75%
  • Percentage of children achieving the expected standard in Reading Writing and Maths at KV 73%  National 61%.
  • Percentage of children achieving the expected standard in Spelling Grammar and Punctuation at KV 88% National 77%
  • Percentage achieving the higher standard in Reading at KV 8% National 25%
  • Percentage achieving the higher standard in Maths at KV 19% National 23%
  • Percentage achieving the higher standard in Spelling Grammar and Punctuation at KV 38%
  • Percentage working at greater depth with the expected standard of Writing at KV 27%

Average Scaled Score Key Stage 2

  • Reading 102
  • Spelling grammar and punctuation 108
  • Maths 106

Average Progress Scores  from Key stage1 to Key Stage 2

  • Reading  -2.9
  • Writing     1.5
  • Maths       0.5

 

 

 

Achievement and Attainment Tables

The Department for Education’s (DfE) achievement and attainment tables (AAT) and details of ourschool’s KS2 attainment  and progress measures can be found here.

Assessment at KV CP School From September 2015

The new National Curriculum for England is now being taught in all maintained schools. As part of this Government reform, assessing the curriculum using levels has now been removed and schools from September 2015 are expected to ‘Assess without Levels’.

Assessment across all schools will look very different and it will look different at Knowsley Village too, from September 15. This is an exciting change that I and the staff of Knowsley Village are welcoming and embracing. It is a positive change for your children too and their learning.

Curriculum changes

English: The new programme of study is knowledge based. There is an increased emphasis on the technical aspects of language. A specific content is provided for spelling, vocabulary, grammar and punctuation.

Maths: The main areas of the new programme of study are called domains. These are: number, measurement, geometry, statistics, ratio and proportion and algebra. The content for each year group is more challenging with this new national curriculum.

Science: The National Curriculum for Science aims to develop scientific knowledge and conceptual understanding in the disciplines of Biology, Chemistry and Physics. Scientific enquiry is explored in a range of ways where children are encouraged to ask and answer questions about the world around them. The programmes of study are set out year-by-year for Key Stages 1 and 2 to ensure all children receive full coverage of the curriculum.

Foundation subjects: Art, Religion, History, Geography, P.E., Technology, Computing, Music, foreign language (French for our school) in KS2.

Knowsley Village School follows the National Curriculum with a creative approach as specified in our ‘Cornerstones’ curriculum. (Information on the website). We also teach P.S.H.C.E. (Personal, Social, Health and Citizenship education) and Global Education.

Why do we assess?

To enable us to know how each child is performing so that teachers can help individuals improve. To help schools improve outcomes for all children – first at  individual level, cohort level, then year group level, then at whole school level. Previously, schools tracked the progress and attainment of each  child using levels, using a child’s starting point and level at the end of KS1.Starting at 1 and potentially achieving at level  3 4 5 or 6 by the end of Key Stage 2.Each level was divided into 3 sections; A B C.  EG A level 4C represented a child who was a level 2C at the end of KS1 and in Y6 had reached a level 4C.

So why have levels been removed?

The DFE wanted to remove ‘the level race’ where children moved through the levels quickly to achieve higher attainment. The old National Curriculum levels were not limited to their National Curriculum year groups. eg. a Y4 child could be Level 3, 4 or 5. Many believe there was no breadth or depth of knowledge at each curriculum level. A child could achieve a level but not be secure in it.

Assessment at Knowsley Village from September 2015

From September we introduced a new system which is MORE personalised to each child, where knowledge and skills within each subject is assessed and therefore empowering pupils, teachers and parents. Assessment continues to be at the heart of teaching and learning at Knowsley Village School and assessment is at the heart of effective practice. At Knowsley Village School, assessment is purposeful, honest and consistent. We believe it drives all children to success. You will not notice any negative difference in the educational provision for your child; the difference will be how we record assessments and feedback to parents.

Emerging – Yet to be secure in end of year expectations.

Expected – Secure in almost all end of year expectations.

Exceeding – Secure in all end of year expectations and able to display knowledge and skills confidently across a range of learning situations.

Our new assessment for learning tracking system is PRIMARY PROGRESS for Maths and English and INCERTS for Foundation subjects. In the old system, children who were ‘exceeding’ might have moved to the next level. Now, they will add more depth and breadth to their knowledge and have more opportunities to do this through using and applying their skills. We will be continuing with our electronic tracking systems which will clearly show how each pupil is performing against National Curriculum as well as introducing extra systems for teachers to track progress. All teachers will have data to enable them to summarise and analyse attainment and progress of their pupils and their classes, and use the data to plan learning for every pupil, ensuring they meet or exceed expectations. The Leadership Team will analyse the data across the whole school to ensure pupils are making appropriate progress and all pupils are challenged. Our aim is for each child to reach his/her full potential. We remember that a child’s potential is not fixed at any one time. High expectations are consistent throughout the school. Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge, their understanding and their skills.

Parental Involvement

From September 2015, when we talk to you about your child’s progress, either verbally or in written form, we will be using different terminology than previously. In the past, we have discussed with you, your child’s progress towards their end of year target level. Now, your child will be assessed against the expectations of his/her year group, ie. a child in Year 4, for the first time, will be judged against the expectations for the end of  the  National Curriculum  for Year 4. At the heart of all effective practice is a child’s love and thirst for learning. This will be enhanced by the new assessment without levels system and will be further enhanced by your parental support so that school and home can continue to work together successfully.

Meetings  to explain our assessment systems will always be held in the autumn term for parents who wish to attend.