Until September 2014, children’s progress was assessed using National Curriculum levels. The government has now removed ‘level descriptors’ from the National Curriculum and schools have established their own assessment systems. At Eslington Primary School, we are now assessing pupils according to the year group objectives they are working on so it is clear what stage of the curriculum they are working within and what they need to do next to improve and extend their learning. Many of our children have not accessed full time education due to their difficulties, and may be working on year group objectives below their chronological age. There are 3 sub categories for each set of year group expectations: emerging, expected or exceeding. So, a pupil who is assessed at Y1 Expected is working within the expected range for a Year 1 pupil. This assessment system enables us to track the progress pupils are making, from term to term and year to year. Baseline data is gathered when pupils join Eslington so that we can accurately track the progress they make when they are here. As all of our pupils come to us at different stages of their schooling, the actual attainment at the end of Key Stages does not generally reflect the excellent progress they make whilst at Eslington Primary School.
From May 2016, more challenging SATs tests have been introduced in line with the new National Curriculum. Children now receive a scaled score instead of a level. Their raw score – the actual number of marks they gain – will be changed into a scaled score; this helps to allow for differences in the difficulty of the tests from year to year so that pupils’ results can be compared accurately.
For KS1 SATs, a score of 100 means the child is working at the expected standard. A score below 100 indicates that the child needs more support and a score of above 100 suggests the child is working at a higher level than expected for their age. The maximum score possible in KS1 is 115, and the minimum is 85.
In KS2, the papers will be marked externally. Each child will receive a raw score, a scaled score, and confirmation of whether or not they achieved the national standard. NS means the expected standard was not achieved; AS means the expected standard was achieved. The range of scaled scores available for each KS2 test ranges from 80 to 120.
A scaled score of 100 or more means that the child has met the expected standard in each KS2 SATs test; a scaled score of 99 or less means they haven’t reached the government-expected standard. Children will also be matched against ‘performance descriptors’ (in other words what pupils are expected to know and be able to do at the time of testing) when being assessed by their teachers at the end of Key Stage 1 and 2 to see if they’ve achieved the expected standard.at
The teacher-assessment result codes from the Department for Education you can expect to see are:
- GDS: Working at greater depth within the expected standard (for writing assessment only)
- EXS: Working at the expected standard
- WTS: Working towards the expected standard (for writing assessment only)
- HNM: Has not met the expected standard (reading and maths assessment only)
- PKG: Pre-key stage, growing development of the expected standard (the child is working at a lower level than expected)
- PKF: Pre-key stage, foundations for the expected standard (the child is working at a significantly lower level than expected)
- BLW: The child is working below the pre-key stage standards (the lowest level of attainment)
- A: Awarded if the child was absent
- D: Awarded if the child is dis-applied ie. has not been tested at end of KS2.
Our pupils transfer to us at different times of the year and at different stages of their primary education. Each child is thoroughly assessed on entry so that we have a good understanding of the level they are working at and the targets that need to be set in order for them to make good progress. Although the number of pupils achieving National expectations in KS1 and in KS2, are below average, the progress our pupils make from entry to our school is at least good and in a significant percentage of pupils, outstanding as noted by Ofsted.
We consider the progress of pupils in our school in relation to all pupils nationally with similar starting points. However, a significant number of our pupils have cognitive ability levels or deficits in some areas which mean that their attainment is unlikely to ever rise above low in relation to National Expectations. Therefore, we base our evaluation on pupils’ learning and progress relative to their starting points at particular ages and the assessment measures we use in school.
We had 7 pupils in KS1 for the year 2017/2018. Only 2 of these children had been at Eslington since the beginning of Year 1 and most of the class arrived during Year 2. The progress that children in Key Stage 1 made was as follows:
3 were working within age related objectives by the end of KS1.
71% had made expected or outstanding progress from baselines.
2 were working within age related objectives by the end of KS1.
100% had made expected or outstanding progress from baselines.
3 were working within age related objectives by the end of KS1
71% had made expected or outstanding progress.
We had 16 pupils in Key Stage 2 in the year 2017-18. Only 12.5% of pupils were with us in Key Stage 1. The rest joined us at different stages across the Key Stage. The progress that they made was as follows:
1 pupil achieved expected standard in Reading.
From their KS1 results, 81% of our pupils made at least expected to exceptional progress in reading by the end of KS2.
1 pupil achieved expected standard in Writing.
From their KS1 results 94% of our pupils made expected or outstanding progress in writing by the end of KS2.
1 pupil achieved expected standard in Maths.
From their KS1 results, 81% of our pupils made at least expected to exceptional progress in mathematics by the end of KS2.
Assessment, Recording and Reporting Arrangements
At Eslington Primary School we pride ourselves on enabling every child to make the maximum progress they are capable of, through intensive interventions, access to outstanding teaching and rigorous tracking systems. Our assessment and tracking systems were judged as outstanding by Ofsted in November 2013, and March 2017.
As of September 2014, National Curriculum Levels and children’s progress are now being monitored and tracked through year group objectives. Schools and Local Authorities have been encouraged to devise a system of tracking that is individual to them and that meets the needs of their own pupils. On entry to our school, a baseline assessment of each child’s maths and English understanding is carried out and challenging but achievable targets are set. Progress is monitored throughout the year and tracked by the Headteacher and Assessment Manager. We hold Parent/Carer Consultation meetings each term that provide parents and carers with the opportunity to discuss their child’s progress and ways to support this at home. A detailed report, which includes the child’s progress for the year, is provided to parents and carers in the summer term.
The Parent/Carer consultation meetings are a very important element of our drive to raise standards and attainment for each and every pupil and we urge parents or carers to attend. We offer a range of possible appointments and are always willing to accommodate parents and carers who find it difficult to attend at the designated time.
If you have something you would like to discuss with a member of staff or the Head of School, please contact the school and we will do everything we can to support you.