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Assessment

Changes to Assessment

 

From September 2014, along with the introduction of the New Primary National Curriculum the government’s assessment reforms came into force; these include:

  • National Curriculum Levels were removed and not replaced
  • The new national curriculum programmes of study set out what pupils should be taught by the end of each key stage and schools were required to design their own curriculum around this
  • Schools needed to decide on a new method of assessing pupils and how they would  track pupils’ progress using the performance descriptors linked to the new curriculum

 

Why do we assess?

Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against age related expected standards (ARE). Assessments are then used to inform planning to support our children to maximise their potential. 

 

Mareham’s New Tracking System 

From September 2015 we are changing over from assessment using levels to a system whereby children will be assessed against governmentally determined age-related expectations (ARE). At Mareham this will be translated into ‘Stages’ with each stage referring to the pupil year group. For example a Year 3 pupil will be expected to achieve a Stage3 standard.

Each stage will be broken down into:

 

Emerging: Pupil is showing evidence of meeting some of the expectations within the stage

Developing: Pupil meets a higher proportion of expectations but is not yet secure in several areas

Secure: Secure in the majority of end of year expectations

Secure +: Secure in almost all of the end of year expectations and is able to use and apply their knowledge and skills confidently.

 

Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the secure bracket to add more depth and breadth to their knowledge and have more opportunities to develop their using and applying skills. Only in exceptional circumstances will children move into working towards the end of year expectations from the year above. Similarly, children who struggle to meet expectations may work towards the expectations from the year below.

 

 


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