Assessment in the new curriculum

Assessment in the new National Curriculum at Stoke Prior First School

The following statement sets out the school’s plans in relation to the introduction of the new Primary Curriculum and its assessment.  As of September 2014 Teachers at Stoke Prior First School have started to deliver a new National Curriculum to Years 1,3 and 4 (Year 2, 2015) and alongside this the government have removed the old system of assessment levels. As a result the school has been working hard to ensure that we have an accurate assessment system is in place.  

Curriculum change and the removal of National Curriculum levels is a fundamental change in approach for the nation’s schools.  At Stoke Prior our children are achieving well and receiving high quality teaching, so we are keen to carefully, and incrementally, consider what curriculum and assessment methods will help us continue to improve achievement and the quality of teaching. All schools are free to design their own approaches to the curriculum and assessment of what children have learnt.

Above all else we believe that effective assessment provides information to improve teaching and learning. We give children regular feedback on their learning so that they understand what it is that they need to do better. This allows us to plan our lessons with a detailed knowledge of each child.

Currently we are in a transition period due to the removal of National Curriculum Levels, descriptors and the implementation of the New Curriculum.  The implementation of a new assessment tool for Stoke Prior First School has been a key target of the School Improvement Plans in recent years.

Assessment for Years 1-4

Teachers regularly assess pupil's learning against carefully matched set 'I can statements'  for reading, writing and maths which are linked to the National Curriculum. The School’s Curriculum for each year group has been divided into three broad steps.  Each of the three steps can be thought of as a band relating to that year group and we have called the three steps Emerging (E), Developing (D) and Secure (S).  In addition to the main steps we have included smaller steps called (E+), (D+) and (S+) in order to allow us to measure smaller steps in progress.  It is important to note that any child can be assessed on any band and step at any time.

Over a period of a year we would expect a typical child to make 6 steps forward.  A child assessed as developing in their age band at the end of the summer term would be considered to be working at age related expectations. Whilst children working at secure plus would be considered to be working at a greater depth for their age in that particular subject.

The table below sets out the bands and levels:

P - Levels

P - Levels are non-statutory performance attainment targets for children working below the standard of the national curriculum tests and assessments. At Stoke Prior First School, P - Levels are used from Year 1 - Year 4, where it is appropriate, based on the ability of the child. Children progress through the levels at their own pace and sometimes this can be in small steps, however these smaller steps of progress are not always clear to see against the attainment targets. Therefore, we have made links with a local special school and are using a system they have developed to clearly track progress against the P- Levels. This system breaks down each level allowing for the small steps to be seen, it recognises children's achievements and identifies areas for development.

This system also links in with the pre-key stage 1 standards, which is a statutory assessment to be completed at the end of Year 2 for children working below the standard of National Curriculum assessments. This pre-key stage assessment is only relevant for children working at P - Level 5 or above.