BSB Parent’s Workshop

Assessment in Year 1

OverviewWhy do we have a special workshop for Year 1?

What assessment is used in Year 1?

How do you know what progress your child is making and the level they are at?

How can you help your child make better progress?

Early Years Foundation Stage (EYFS) Profile

• This is the end of Reception Year assessment which summarises children’s achievement in EYFS and is critical to establishing a sound foundation for learning across the curriculum as children move into KS1.

• It provides Year 1 teachers with information which enables them to clearly identify children’s strengths and areas for development and helps them plan relevant and challenging learning opportunities and experiences.

Transition

•‘Real’ School

•Becoming more formal, moving away from play based

•Assessment

•Targets

Glossary

•Key Stage 1 – Years 1 and 2 (KS1)

•Key Stage 2 – Year 3,4,5,6 (KS2)

•Key Stage 3 and 4 – Secondary School

•National Curriculum (NC) – the statutory curriculum for England.

LevelsLevel – The term used to compare your child’s ability against the UK national standards of achievement.

The spread of marks required to achieve each level is wide. It takes, on average, 1 year to complete a level in KS1 and two years to complete each level in KS2. Each level is sub divided, eg. 2A is higher than a 2B; 2B is higher than 2C.

National Curriculum Levels

Year Most children will achieve

Some will not have made as much progress

Some will have progressed further

11B 1C 1A, 2C

22B 2C 2A, 3C

33C 2A 3B

43B 3C 3A

53A 3B 4C, 4B

64B 3A, 4C 4A, 5C

Factors that can affect progress

•Maturity and Development

•EAL

•SEN

•Number of Schools attended

•Other factors

Targets

•After the assessments your child will be sent home targets for Maths, Reading and Writing. Each National Curriculum Level is broken down into a list of criteria that a child has to have mastered in order to move on to the next level.

•The target sheets allow you to see which areas your child is working on in school and what they need to focus on in order to move their learning forward.

Working towards 1b

Reading 1bI can read words out of context e.g. from a list, rather than in a story.

Even when I don’t know a word I can recognize the first and last letters.

I am able to try and use the letters and sounds I know to sound out a word that I don’t know.

I try to look at books from different genres e.g. information books, fiction books, non-fiction books.

When I have had a story read I can tell you about what happened.

I can guess what may happen next in a story.

Start of Year 1

•The teachers in Y1 have continued to use the EYFS Profile as their assessment tool for children as appropriate.

•This is particularly relevant for children who have not yet achieved most of the Early Learning Goals.

•When the children are ready they begin to use National Curriculum levels.

Moving from EYFSP to NC levels

There are no direct equivalences between EYFSP scale points and National Curriculum guidelines but

there will inevitably be overlaps as children move from the Early Years Foundation Stage into Year 1.

Teachers use their professional judgement to ensure that they support each child’s learning and

development using the EYFS Profile and National Curriculum levels.

Child X's attainment in the EYFSP shows that Scale Points 1,2,3,4,5,6,7 have all be assessed as secure. This would be recorded as a point score of 7 in this scale, indicating that the child is working securely within the ELGs. Although SP 8 is not yet attained, this will provide the focus for the child's development in Y1, but the EYFSP is no longer appropriate and child X will be ready to be assessed using National Curriculum Levels

Examples

Child Y's attainment in the EYFSP shows that Scale Points 1,2,3,4,7 have all been assessed as

secure. This would be recorded as a point score of 5 which indicates that the child is not yet fully secure within the ELGs. The Y1 teacher could

continue assessing the child against the 'missing' scale points of 5, 6 and 8 or they could move to

using National Curriculum Levels as the means of assessing further development

Ongoing assessment

•Teachers are constantly assessing each child’s progress

•Oxford Reading Tree – Year 1 stages 3-5

•Letters and Sounds – solid in Phase 3, working on phase 4

•Weekly spelling tests

•All children progress at different rates.

Term 2

•During Term 2 we complete a Reading and Maths assessment.

•Results will be given out with the report along with the targets for your child.

•This enables teachers to gain further information about each child’s progress and set targets.

Writing

•Children complete many different types of writing – stories, lists, instructions etc

•Writing is supported by work on Spelling, Phonics, Handwriting, Shared Writing.

• Teachers completed assessed pieces of writing on a regular basis. Children have to demonstrate the skills of writing in different contexts in order to gain the level.

Writing Level 1b

Write so other people can read my writing without help.

Write in short sentences or groups of words.

Use a full stop at the end of some sentences.

Write stories, lists and letters.

Try to remember to use finger spaces between words.

Spell common words from my spelling list correctly in my work.

Get my letters the right way round most of the time.

Write my letters starting in the right place every time.

Term 3

•Ongoing assessment

•Towards the end of term 3 the children will complete another Reading and Maths test.

•The teachers will ‘level’ 3 pieces of written work

Testing

•We do not revise for the tests.

•We try not to worry the children – learning how to take tests is a skill in itself

•We have a mixture of formal and informal assessment.

• ‘SATs’ – These are ‘Standard Assessment Tasks’. Statutory SATs are given at the end of Years 2 and 6. In Year 2 children are tested in Reading, Writing and Maths,

• The idea of the SATs is to show what pupils have learnt and retained during the year. The tests help our teachers to learn more about the strengths and weaknesses of what your child understands and also help teachers to set targets for improvement. Children do not ‘pass’ or ‘fail’ the test – the results just show what they have learned and what they can do.

SATs

How do I know if my child is making the right level of

progress?

•In England a child is expected to make the following attainment

•End of Ks1: Level 2b

•During Ks1 3 sub levels a year

•End of Ks2: Level 4b

•During Ks2: 2 sub levels a year

MAPSWC WB WA 1C 1B 1A 2C 2B 2A 3C 3B

Y2Summer

Bill

Y2Spring

Bill

Y2Autumn

Bob Bill

Y1Summer

Bob Bill

Y1Spring

Bob Bill

Y1Autumn

Remember

•It takes time to progress to the next level

•Development happens at a different pace for each child