The Quality of Teaching, Learning and Assessment. …

1 PAGE 1 The Quality of teaching , Learning and assessment . part three assessment . PAGE 2 assessment in Primary Schools. Inspectors will make a judgement on the effectiveness of teaching , Learning and assessment by evaluating the extent to which: assessment information is gathered from looking at what pupils already know, understand and can do, and is informed by their parents/previous providers as appropriate in the early years assessment information is used to plan appropriate teaching and Learning strategies, including to identify pupils who are falling behind in their Learning or who need additional support, enabling pupils to make good progress and achieve well except in the case of the very young, pupils understand how to improve as a result of useful feedback.

2 Written or oral, from teachers (School Inspection Handbook for October 2017 part of Para. 163) The following assessment principles have been established: Give reliable information to parents about how their child (and the school) is performing. Help drive improvement for pupils and teachers. Ensure that schools are keeping up with the best external practice and innovation. Key Features of National Assessments A child s progress will be reviewed when they re between 2 and 3 by an early years practitioner or health visitor. Reception baseline* Phonics check at the end of Year One Teacher assessment at the end of KS1 in mathematics, reading and writing PAGE 3 This will be informed by: Pupil's scores in externally set but internally marked tests (writing will be partly informed by the English grammar, punctuation and spelling test) teaching assessments of speaking and listening and science National tests at the end of Key Stage Two in mathematics, reading and grammar, punctuation and spelling.

3 Also teacher assessment of mathematics, reading, writing and science. *Baseline Schools measure reception baseline as part of their on-entry assessment of pupils. The outcomes from the assessments will not be used for accountability. Schools will have considered their position on whatever assessment framework best suits their needs. The requirement will be to have in place a Monitoring system to report progress to OFSTED and to parents. It is particularly important to show how learners eligible for the Pupil Premium are performing.

4 Schools will have to show: The progress pupils are making year-on-year Pupils are making at least expected or are exceeding rates of anticipated progress How well pupils are Learning and that they are achieving the expected standard There are suitable/effective intervention programmes in place Any gaps (for individual or groups of learners) are closing That the assessment system is linked to the school s curriculum and draws on a range of evidence Consistent judgements are made by teachers PAGE 4 Formative assessment Forms of assessment Ongoing formative assessment features.

5 Effective use of Question and Answer techniques during lessons Marking of pupils work Observation Regular re- visiting of previous Learning Scrutiny of work to chart attainment and progress Formative assessment Supports pupils to measure their knowledge and understanding against Learning objectives Provides parents with information about their children s progress and the steps required to improve Enables teachers to identify the 3 stages of progress for each learner exceeded, met and developing towards Allows school leaders to be confident that staff know how well pupils are doing Ofsted will check that Formative assessment is being used effectively to support teaching and Learning .

6 Summative assessment Forms of assessment Nationally standardised summative assessment : National Curriculum tests at the end of Key Stage Two National curriculum teacher assessments at the end of Key Stage One The schools own summative assessment arrangements End of year tests Other short tests given at appropriate times during the school year Special-needs reviews PAGE 5 Summative assessment Allows pupils to understand how well they are doing and how they can improve Provides information to parents about pupils achievement Informs future planning to ensure that teaching and Learning is securely based on pupils progress Contributes to

7 SSE. Nationally standardised summative assessment Provides information on how pupils are performing compared to pupils nationally Informs parents about how well the school is performing Teachers are able to understand national expectations and use this knowledge to compare their own performance in their own setting The schools effectiveness can be assessed by School Leaders Provides a starting point for OFSTED judgements about school performance Judging achievement without levels - Summary. OFSTED inspectors will spend more time looking at the range of pupils work to consider what progress they are making in different areas of the curriculum.

8 They will talk to leaders about the school's use of formative and summative assessment and how this has improved teaching and raised achievement assessment and the New Curriculum The new curriculum is designed to help children master key areas of knowledge, skills and understanding. It has a large amount of content in years 1 to 6 to help lay the foundations for successful Learning through KEY STAGE 3 and beyond. Schools should formulate and structure Learning opportunities for pupils that extend beyond the remit of the parameters of the new national curriculum.

9 PAGE 6 A main feature of the new curriculum is the ambition to encourage pupils to learn fewer things in greater detail. Schools will be expected to rely on judgements according to whether a pupil is developing towards, meeting or exceeding expectations in particular areas of the curriculum. One trusted method of assessment is through effective questioning Powerful, searching questions are a valuable way for teachers to assess what pupils have and haven t absorbed. Another way is to focus on task-specific, personalised feedback. assessment must take place all the time, and always relate to the knowledge and skills being taught at that point in time.

10 Schools will be looking to consolidate and affirm whatever system of assessment and tracking they have opted for. Ofsted will want assurances that the process is advanced and proving to be an accurate, appropriate and efficient method. Mastery There is a real focus on a child's ability to apply their Learning . This is called MASTERY. Mastery is how a child can apply much of the curriculum in a higher order way, in more depth using more complex and sophisticated methods. A school should record the depth, creativity and complexity to which a child can apply their understanding into other contexts.