Ashburnham Road, Penenden Heath, Maidstone, ME14 2JG
Mrs L Downes
Assessing Without Levels
All pupils’ achievements are assessed against the Programme of Study (the taught curriculum) for each individual year, i.e. Year 3 pupils are assessed against the Year 3 Programme of Study (PoS), Year 4 pupils are assessed against the Year 4 Programme of Study (PoS), etc.. Pupils’ achievements are further split into 3 standards as follows.
Emerging - Working towards being secure in the end of year Programme of Study expectations.
Expected - Secure in almost all of the end of year Programme of Study expectations.
Greater Depth - Secure in all of the end of year Programme of Study expectations and is able to use and apply their knowledge and skills confidently and independently across all areas.
Key Stage 1
It is anticipated that the majority of children will reach the assessment point of Year 2 within the ‘expected’ standard of attainment, a smaller number of children will reach Year 2 ‘greater depth’ standard of attainment, and a small number will be at the Year 2 ‘emerging’ band of attainment, or possibly still working within a standard of the Year 1 Programme of Study.
There are statutory national assessments for all children when they reach the end of Key Stage 1. Details of these assessments, their content and how the results are reported to parents, are contained in a short video which can be viewed here or by following the link at the top of this page.
Key Stage 2
Similar to Year 2, it is anticipated that the majority of children will reach the end of year assessment point within the ‘expected’ standard of attainment for the Year 6 PoS. There may also be a small number of children who are still working on the Programme of Study for a previous year, e.g. Year 5 or Year 4.
There are statutory national assessments for all children when they reach the end of Key Stage 2. Details of these assessments, their content and how the results are reported to parents, are contained in a short video which can be viewed here or by following the link at the top of this page.
Other Year Groups
The assessment of children’s achievements in Year 1, 3, 4 and 5 is defined in the same way as above. However, there are no statutory assessments done at the end of these years.
Children with Special Educational Needs
Teachers working with children with special educational needs liaise very closely with the SENCO and they carry out a clear analysis of the pupils’ needs. Assessments will identify the next steps on each child’s learning pathway. In specific cases, this may identify learning from an earlier Programme of Study.
Reporting Pupil Progress
An end of year assessment is reported to parents in the format described above, i.e. a child is assessed as reaching one of the three standards, emerging, expected or greater depth within their year group Programme of Study.
In each Autumn term, by October/November the teachers will have had an opportunity to assess how the children are working through the new Programmes of Study for the year group. Through continuing assessments teachers will know what the children can already do and what they think the children will be able to achieve by the end of the year if they continue to work at the same standard. They will then give a forecast as to where they think a child will be by the end of the Year. So, for example, children in Year 3 will be given a forecast of being ‘On Track’ for Emerging/Expected/Greater Depth for the Year 3 Programme of Study. Only very exceptional children will have a forecast from a higher or lower year group. As far as we are aware Year 6 Greater Depth is likely to be the highest grading for the end of Key Stage 2. These ‘On Track’ for statements will be recorded in the mid-year reports issued to parents.
During the year, when we have conversations with you about your child’s progress their achievements will be stated using the same format, i.e. on-track for Emerging/Expected/Greater Depth within their year group Programme of Study. It may well be that they are below the standard where they need to be, in which case additional intervention will be put into place to help your child get back on-track.