Skip to content ↓

Curwen Primary School

""

Assessment

Assessment at Curwen Primary School changed with the government’s introduction of a new and exciting curriculum in 2014. At Curwen Primary School, we have adapted this to fit the needs of our school, pupils and community. Together with this change in curriculum, also comes a change in the way we assess the children.

Old Assessment:

The old assessment system was linear. The children started at one end and progressed to the other:

With this system the children moved onto the next level when they were ready. The children could be on any level in any year group. For example, a child in year 3 could be a 3A for reading, and similarly a child in year 5 could be a 3A for reading.

New Assessment:

However, the new assessment system is not linear. It is blocked into year groups. This is because within the new curriculum there are year group expectations that the majority of pupils are expected to achieve by the end of that academic year.

The children will be given a new ‘level’ and a ‘decimal level’ that will clearly show you the progress they have made in that year. These are further explained bellowed:

‘Levels’:

Each year group now has 3 ‘levels’ that a child can achieve: Working Towards (WT)Expected/Working At (WA) and Greater Depth (GD). The majority of pupils should be working within the ‘Expected level’ as this means that they have a secure knowledge and understanding of the curriculum of the year group they are in.

Reception levels: Emerging, Expected, Exceeding

‘Progress Levels’:

Each level within each year group is further broken down to enable the school to more easily show the progress each child has made, to celebrate successes and to help set individual targets. Within each year group, pupils on average are expected to make 90+ points of progress in any year group. Reception and Nursery are tracked against Development Matters. Below are the levels for each year group:

  • Year 1 progress: 100-200
  • Year 2 progress: 200-300
  • Year 3 progress: 300-400
  • Year 4 progress: 400-500
  • Year 1 progress: 500-600
  • Year 6 progress: 600-700

Children cannot move on to the following year group’s curriculum, they must master the knowledge and skills within the year group they are in.

Formal Assessments:

Formal assessments are also changing. As of this year children will be formally tested at the START of Reception, the END of KS1 (year 2) and the END of KS2 (year 6). There will also still be the phonics screening check in year 1, where children’s phonetical knowledge is tested with the use of phonetically regular ‘real’ and ‘nonsense’ words.

Reception Baseline Test:

The children will be observed and ‘tested’ in the following areas:

  • Engagement
  • Motivation
  • Creativity and critical thinking
  • Physical development
  • Communication and language
  • Literacy
  • Maths

End of KS1 Test (Year 2):

The following tests will be administered:

  • Grammar, Punctuation and Spelling test
  • Reading test
  • Writing test
  • Maths test

The tests will be out of 115, with the children being expected to score at least 100.

End of KS6 Test (Year 6):

The following tests will be administered:

  • Grammar, Punctuation and Spelling test
  • Reading test
  • Writing test
  • Maths test
  • Science test (sample schools picked to take part)

The tests will be out of 120, with the children being expected to score at least 100.

Positive implications of the new assessment system:

  • Assessments link more closely to the curriculum the pupils are learning.
  • The children will be assessed on their progress and knowledge of the curriculum of the year group they are in. This means that the children will be continually assessed within lessons, by teachers, and the curriculum adapted to ensure they progress at the correct speed for them.
  • Children have time to deepen their knowledge and understanding of subjects taught in their year group and become adept at applying these skills to different situations.
  • Targets are more personalised to ensure all children progress at the correct speed.
  • It is easier to understand than the old assessment system.

Thank you for your continued support,

Julie Horsington (Assessment Leader)