NATIONAL STANDARDS

Guide to the

ContentsIntroduction 1

How can I use assessments effectively? 3

What are the new national standards? 4

How is progress measured? 6

Calculating and interpreting progress scores 8

In-school assessment 11

An overview of key stage 1 tests and reporting 12

An overview of key stage 2 tests and reporting 13

Testbase: subject by subject 15

Testbase materials 16

Helping teachers to measure progress 18

Supporting formative and summative assessment 20

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IntroductionOver the last few years there have been many changes concerning primary assessment and accountability and, although there is a promise of no further change, considerable uncertainty surrounds the nature of the new national standards and measures

National Curriculum levels were withdrawn in an attempt to encourage more flexible assessment, to improve teacher assessment skills and to provide a more nuanced approach to evaluating pupil progress In reality, schools are looking for something equally certain by which to measure attainment and to predict end of key stage outcomes At the moment rather than less testing, there is more; rather than one single yardstick, there are many

For over 15 years, Testbase has been providing teachers with a flexible and reliable resource for customised assessment Developed by teachers for teachers, it continues to be driven by sound educational principles This booklet has been written by our assessment team in order to help teachers make sense of the new national standards and key components of effective assessment

If you have any questions or would like some further details or training, please contact us through the website

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Contact us at Testbase | PO Box 68318 | London | NW1 2SD | testbase co uk/contact

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“Testbase is exactly what we need to create assessments against the new national curriculum end of year outcomes for English and maths ”Clair Whittaker, Deputy Headteacher Teaching and Learning Leader Holy Cross Primary School, Oldham

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How can I use assessment effectively?

Constructive reporting to parentsThe outcomes of both formative and summative assessments can be reported to parents Information provided to pupils and parents should aim to support pupils’ learning If you would like to enlist parents’ support in helping their children to improve in a particular skill, providing information on areas of strength or weakness can be useful Ideally, this would be accompanied by appropriate steps parents can take and resources they might use Reporting can also give information on attainment and progress being made by pupils in the context of the class, school or nationally

Formative assessmentsFormative assessment can be informal (a conversation or group observation, for example) or formal (a test, a piece of work or pupil presentation) Its outcomes should provide descriptive information on pupils’ learning to give guidance on the next steps to be taken This information is useful to teachers in planning - by identifying what pupils already know or what they have misunderstood and whether they are ready to move on to the next area of learning

Summative assessmentsThis takes place at the end of a topic or period of time allowing teachers to gather information on what pupils have learned This type of assessment is generally more formal Outcomes tend to be expressed as a numerical result, which allows comparisons between pupils or pupil groups and together with other assessments can be used to show progress or identify areas for intervention

Statutory assessmentsSchools are required to comply with the Assessment and Reporting Arrangements published by the DfE This includes reporting test results and teacher assessments (moderated by the LA) Pupils who are unable to access any of the questions in the test - should not take it and should be reported as working below the standard As well as reporting on the percentage of pupils achieving the national standard, DfE will also report on their progress from key stage 1 to key stage 2

Nationally, schools need to demonstrate progress and effectiveness Schools therefore need to collect test scores, teacher assessments and progress measures In class, however, a teacher wants to assess aspects of a child’s learning in order to provide the most effective support In the latter primary years, schools will be under pressure to use tests Achieving the correct blend of assessment and measurement is a fine art; it is an essential element of good teaching and learning

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How has the standard been established for the tests?

The Government’s aim was to raise standards in schools They loosely described the new standard as being equivalent to level 2b / 4b in the old system STA recruited teachers to establish what pupils working at level 2b / 4b could achieve on the new curriculum and produced the performance descriptors that are in the test frameworks Once STA had live test data in the summer of 2016, groups of teachers worked out what a pupil, as described by the performance descriptor, would score on the tests This became the expected standard on the test

The first step in working towards a way of tracking progress is to understand the end point, i e the national standards which are described for both the national tests and teacher assessment

KS1 and KS2 teacher assessment Scores must be submitted for reading, mathematics and writing The ‘can do’ statements within the Interim teacher assessment frameworks must all be demonstrated for a pupil to be working at any of the standards described Schools will need to maintain a portfolio of work to demonstrate the standard each pupil has achieved

What are the new national standards?

The number of performance descriptors in the interim teacher assessment frameworks relates to whether there is a reported test score for that subject Key stage 1, reading, writing and mathematics, and key stage 2 writing all have descriptors at ‘Working towards the expected standard’, ‘Working at the expected standard’ and ‘Working at greater depth’ For key stage 2 reading and mathematics, there is only one performance descriptor for each subject - ‘Working at the expected standard’

The national curriculum tests provide a snapshot of performance, whilst teacher assessment is able to provide evidence of performance over time and they are assessing slightly differing elements While performance on the tests and outcomes of teacher assessment are likely to support one another, there are some pupils for whom the outcomes may be different, and this should not necessarily be questioned Teacher assessment will be more robust if a range of assessment is used to collect evidence

Levels have been used in schools since the 1998 national curriculum and were defined by the government as “a sequence of points on a scale to be used in describing the progress of attainment” This allowed teachers to use levels as a means of describing progress throughout all key stages A pupil was expected to progress through two levels of each key stage Now, however, there is an expected standard at the end of each key stage, but no definitive points along the way This means that teachers need to find a new way of judging and reporting progress without a commonly agreed progress measure

It is going to take a number of years before anyone can say with 100% confidence that a particular pupil is on track to reach the standard at the end of a key stage This will change as pupils and teachers become more familiar with the curriculum and assessments

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§ A raw score is based on the marks the pupil gained in the tests; it is an ineffective measure as each test will have a slightly different level of difficulty which can make it challenging to compare one test to another within or between years

§ The scaled score shows where a pupil is on a fixed scale from 80 to 120, with the conversion depending on the difficulty of the test This means it is possible to compare scores between tests and between years The table below shows a summary of the 2016 conversion table

What are scaled scores?

No two tests produce exactly the same degree of difficulty Using raw scores or percentages to compare tests can give a false impression of progress (or lack of it) so marks need to be converted to a common scale To do this successfully, results must be compared to a large representative sample to remove any effect of an unusual class or school

For the national standards, schools will receive a raw score for each pupil and a scaled score The scale has been devised so that the expected standard is 100; the minimum and maximum scores on the scale are 80 and 120 The expected standard (100) will remain constant each year, although the raw score that converts to a scaled score of 100 may vary The standard which pupils are expected to reach is unlikely to change It is, however, a matter of policy as to the proportion of pupils expected to reach the standard and this may change over time

Scaled Score

Reading (Total 50)

GPS (Total 70)

Maths (Total 110)

80 3 3-6 3-7

100 21-22 43-45 60-64

120 44-50 69-70 110

120

110

100

90

80

Raw score

Standard

A pupil awarded a scaled score of 100 or more has met the expected standard in each test

Pupils scoring above this raw score have met the expected standard

Scaled score

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How is progress measured?

In the past, the level framework provided a means by which progress could be tracked As levels have been removed, schools are now responsible for determining how progress is measured At this stage, no-one really knows how to link test performance to the national curriculum In addition, the introduction of new curricula and assessments inevitably leads to an initial decline in performance and then a gradual improvement as stakeholders become more familiar with them Until the new systems are bedded in predicting performance is difficult

So, bearing this in mind, the following sections describe how teachers can start to measure progress

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NationallyAlthough a baseline reading is taken in Year 2, progress can only be measured nationally at Year 6 It is reported only at school level, and is calculated using pupil data

The system of national accountability, introduced in 2016, is based on the following principles Taking a combined score of key stage 1 teacher-assessed reading, writing and mathematics, pupils are split into groups of similarly attaining pupils When their key stage 2 data is available, the performance of each group of pupils is compared with other pupils in the same key stage 1 group If a pupil has performed better than the average score of the same group, they are said to have performed better than expected and will receive a positive score If they achieve an average score, they will be given a zero score

All the pupils in each school will have their score calculated and the school’s average performance will be used in the accountability measures

In schoolSchools have been challenged to set up a means of showing progress for all their pupils There are two possible ways of doing this

The first is to demonstrate that pupils understand discrete areas of the curriculum This would be tracked by recording parts of the curriculum and noting pupils’ attainment of those areas Topic tests and other assessment activities can be used to support this method of recording progress Teachers could simply record whether they have mastered an area of the curriculum or note how well they have achieved it Over time, this would build up a record of progress against the curriculum

The other means is to use progress tests To assess progress, there must be at least two measures assessing the same area of the curriculum Therefore, two topic tests assessing different topics cannot be used to measure progress However, a test taken at the start of a topic followed up by a test at the end of the same topic can measure progress in learning

Similarly two or more tests assessing the mathematics curriculum could be used to measure progress These could be taken termly, half-yearly or annually If the tests are standardised and results can be compared to a larger population, this will provide stronger evidence of progress

ImplicationsFloor standards (the minimum standard for pupil attainment and progress that the government expects schools to meet) will take both progress and attainment into account Where pupils are either low performing or high performing at key stage 1, schools will need to ensure they continue to make progress in order to meet the floor standards

It is important that all pupils make as much progress as they possibly can The focus for schools is to ensure that all pupils make as much progress as possible regardless of prior attainment - rather than undue attention being placed on those working just below the required standard

The data is no longer age-standardised Differences due to age are taken into account through comparing performance with pupils performing similarly at key stage 1

A score of 0 means that the pupil has made the average level of progress for their prior attainment group An example of this is shown in the ‘Progress scores’ section

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At key stage 2 children are compared with pupils of similar attainment at key stage 1; they are not being compared with the whole cohort Groups of children with similar attainment are categorised by the Government into 21 prior attainment groups (PAG) based on their average point scores (APS)

Pupils’ progress is measured by comparing their actual key stage 2 score with the average key stage 2 score for their key stage 1 PAG

Calculating and interpreting progress scores

What do the scores mean?A negative score does not mean that a pupil didn’t make any progress between key stages 1 and 2 It simply means that they made less progress than other pupils nationally with similar prior attainment

KS1 average points score (APS) Prior attainment group (PAG)

Average key stage 2 Reading score

≥21.5 21 115 70

≥21 to <21.5 20 111 58

… … …

≥2.5 to <2.75 2 80 8

>0 to <2.5 1 77 5

For example, for Reading:

If, at the end of key stage 2, each pupil achieves the average score for their PAG, they would have a progress score of 0

A pupil achieving greater than the expected score for their PAG would have a positive progress score, and a pupil achieving less than the expected score for their PAG would have a negative progress score

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A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores The individual detail is not reported back to schools, only the overall outcome for the school

Imagine a school had eight pupils Each of the pupils achieved a certain score at key stage 1 so was assigned a prior attainment group (PAG) accordingly At the end of key stage 2, each pupil is given a progress score by comparing the expected score for their PAG with their actual score In the example below, the school’s progress score in reading is -0 725 Please note the statutory calculations include reading, writing and mathematics

A school’s progress scores will be presented as positive and negative numbers

§ A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally

§ A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally

§ A negative score means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally

§ A negative score does not necessarily mean a school is below the floor

For example, a school with a mathematics progress score of -4 indicates that, on average, pupils in this school achieved 4 scaled score points lower in the key stage 2 mathematics test than other pupils with similar prior attainment nationally

English writing progress scores differ from English reading and mathematics progress scores and do not directly relate to scaled scores obtained through testing since key stage 2 Teacher assessments are used to create the

progress scores To do this, points are assigned to teacher assessment before creating the progress scores in the DfE’s model A progress score of -5 in English writing, therefore, could be seen as meaning pupils in this school on average achieve 5 points lower in the progress model than other pupils with similar prior attainment nationally A negative English writing score does not mean that pupils did not make any progress between key stages 1 and 2 A negative score means that they made less progress than other pupils nationally with similar prior attainment

Calculating progress scores

Interpreting a school’s progress score

Josh Ellie Ali Nina Vlad Anna Tom Mowgli

Prior attainment group 6 19

Expected score for PAG 90 8 111 6

Actual score 76 78 92 100 103 111 110 118

Progress score -1 5 0 5 1 2 -2 5 0 5 -0 6 -5 7 2 3

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77.5 102.5 115.7

13 21

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“It’s fantastic to have something which is easy to administer and gives us useful information about pupil progress in the new curriculum ” Paul Kilgallon, Headteacher St Barnabas CE First & Middle School Worcestershire

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How can good classroom assessment impact best on teaching and learning?

Assessment can take many forms, from one-to-one conversation, observation, group interaction, whole class activity, homework, quizzes and, short tests to termly or end-of-year tests Additionally, if pupils mark their own or others’ work, they can gain an understanding of what is expected in specific areas of the curriculum

How sure can I be about my pupils’ attainment in relation to the expected standard?

Since fixed markers such as levels and sub-levels are a thing of the past and there is no universal progress framework to replace them, the year- on -year statements from the National Curriculum provide a guide to expectations Teaching and assessing these statements will provide steps towards the end-of-key stage standard

Where tests are used, comparisons with the pupil population nationally enable teachers to see their class and pupil attainment in a wider context In 2016, approximately 70% of key stage 2 pupils achieved the expected standard in each subject and this percentage could be applied to earlier year groups if the end-of-year or optional test has been set with appropriate expectations

Use an assessment that will give you the information you need for a particular purpose – be clear about what you are assessing and why Any assessment needs to :

§ be appropriate to the ability of the pupil – not too easy or too difficult

§ contain content or require skills related to what has been, or will be, taught

Feedback is key, especially for formative assessment purposes

§ Outcomes should impact on next steps § Gain an understanding of a child’s strengths

and weaknesses in relation to the curriculum § Provide information to pupil and/or parents that

will support progress or sense of achievement § Managing information § Record outcomes selectively – not

too much or too little § Review impact of teaching and learning

approaches on class and individuals § Gather data and observations that

will facilitate report writing

Planning your assessment

In-school assessment

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Date Paper Time allowed Marks

Statutory tests that can be sat at anytime during May

English reading Paper 1 approx 30 mins 20

English reading Paper 2 - should be attempted by all pupils approx 40 mins 20

Mathematics Paper 1: arithmetic approx 20 mins 25

Mathematics Paper 2: reasoning approx 35 mins 35

Optional tests English GPS Paper 1: spelling approx 15 mins 20

English GPS Paper 2: questions approx 20 mins 20

Tuesday 2 May Key stage 1 tests and mark schemes available through NCA tools with tests sat at any time during May as determined by the school: teacher marked to support teacher assessment

12 -16 June Phonics screening check

Thursday 29 June Deadline for schools to submit KS1 TA data to LAs

Monday 5 June Scaled score conversion tables published for key stage 1

The tests support teachers in assessing attainment in reading, writing and mathematics. Test scores are not reported to LAs or the Government. However, tests for reading and mathematics are statutory and should be used as evidence for the teacher assessment of reading and mathematics. Schools can decide whether to use the grammar, punctuation and spelling tests as part of the teacher assessment in writing. There is flexibility for schools in determining how the tests are administered. For example, the timing for all the tests are approximate and teachers can allow the papers to be stopped/restarted, if needed, for any pupil or classes.

An overview of key stage 1 tests and reporting

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Tests in reading, mathematics and grammar, punctuation and spelling are statutory The tests are externally marked and papers and marks are returned to schools In 2017, the science sampling tests are not being administered

An overview of key stage 2 tests and reporting

Date Paper Time allowed Marks

Monday 8 May English reading 1 hour 50

Tuesday 9 May English GPS Paper 1: questions 45 mins 50

English GPS Paper 2: spelling approx 15 mins 20

Wednesday 10 May Mathematics Paper 1: arithmetic 30 mins 40

Mathematics Paper 2: reasoning 40 mins 35

Thursday 11 May Mathematics Paper 3: reasoning 40 mins 35

24 - 28 April Schools receive all KS2 test materials

8 - 11 May Schools administer the KS2 tests according to the timetable above

Monday 22 May Test materials and mark schemes available to download

Teacher assessment section of NCA tools opens

Thursday 29 June Deadline for schools to submit KS2 TA data on NCA tools

Tuesday 4 July Pupil results (raw scores and scaled scores) are returned to schools

Scaled score conversion tables published for key stage 2

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Testbase supports

Testbase includes a range of products to support your school’s assessment requirements They are designed to allow schools to meet the challenges of a world without levels; to measure attainment effectively and to show progress using a range of tools

Summative assessment § Mid-year and end of year optional tests for years 3, 4, 5 to assess what pupils have learnt

§ Year 6 progress tests (two tests taken in January and April)

§ Targeted topic tests and activity sheets compiled using the Testbase question bank

Formative assessment § Targeted tests and activity sheets created from Testbase question bank

§ Mid-year and end of year optional tests for years 3, 4, 5 using MERiT reporting system to assess where pupils are in their learning

§ Year 6 progress tests (January test especially) and MERiT reporting to help identify specific areas of weakness and to allow targeted intervention

Mid-year 3, 4 and 5 tests for Reading, Arithmetic, Reasoning & GPS

Created by consultants from past and newly commissioned materials, the mid-year tests offer teachers downloadable PDFs for in-school

assessment to support teacher judgement These are freely available to any school with a subscription for the complete package

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ReadingA range of reading texts and questions that have been adapted to reflect the new curriculum and test frameworks

Questions reformatted in the style of the new tests

More space for pupils’ answers

Page and paragraph references included in questions

Grammar, punctuation and spelling2016 questions have been added

KS1 and KS2 questions are on one database for flexible use across the key stages

Easy-to-use categories enable you to group questions for use in teaching and assessing knowledge and skills at any point in the year

Reasoning2000 questions, spanning key stages 1 and 2, selected and adapted to assess the new primary curriculum

§ Question format displayed as in the new tests

§ Search by topic, yearly objectives and problem solving

§ Answer grids included Includes ready-made core and extension topic tests and PowerPoints to encourage thinking about maths - use for introductions and plenaries

ArithmeticPast, sample and new questions ready to use across the primary years

§ Search by topic, yearly objectives and standards

§ Use the viewer for whole class activity

Includes 60 ready-made arithmetic tests at the yearly standard

Testbase provides teachers with 1500 rich questions that assess the key stage 2 and key stage 3 curriculum and can be embedded in teaching and learning

All questions are searchable by yearly objectives and/or science topics

§ Additional questions to cover new topics for 2016

§ Focus on working scientifically: – planning, – doing, – reviewing

Also included:

§ literacy & numeracy in science; § questions for thinking

English Maths Science

Testbase ArchiveWe have maintained the complete Testbase Archive so you can access all the different collections and your saved documents from previous years

You can also access materials that support a broad and varied curriculum for wider everyday teaching and learning but which are not necessarily indicative of the new style of end of key stage tests

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Testbase offers a suite of materials to support effective assessment in schools across a range of contexts

Summative assessment § Assess a broad and varied curriculum § Understand the next steps required for individuals

and adapt teaching plans appropriately § Produce targeted assessments suited to the school’s scheme of work § Check if pupils are making the expected progress across the primary years § Provide good feedback to pupils and offer accurate information to parents § Set expectations and targets based on reliable data

Formative assessment § Targeted tests and activity sheets created from Testbase question bank § Mid-year and end of year optional tests for years 3, 4, 5 using MERiT

reporting system to assess what stage pupils have reached in their learning § Year 6 progress tests (the January test in particular) and MERiT reporting to

help identify specific areas of weakness and to allow targeted intervention

1. Build your own assessments

The Testbase question bank is newly updated with questions adapted for the new curriculum Testbase offers instant access to thousands of past and newly-commissioned test questions

§ Build your own tests or worksheets within the system – flexible and adaptable § Search by topic and expected standard for the year § Make valid judgements about pupils’ progress

Testbase materials

Reducing your workload and saving teacher time

All questions are categorised by the new national curriculum yearly objectives so you can quickly find what you need in order to assess your pupils from year 1 to year 6

You can also choose questions according to:

§ Yearly standard: accessible / at the standard / difficult

§ Topic § NC year-by-year § Programme of study § Type

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To help teachers monitor the progress of their year 6 pupils, we have developed two complete suites of tests: the first to be taken mid-way through the school year (January/February) and the second one in April

Developed by assessment experts, year 6 progress tests and MERiT are designed to give teachers reliable and standardised information to:

§ identify aspects of the curriculum that require whole class revision § support effective booster classes § review progress towards the end of key stage 2 using raw and scaled scores in

line with the new national standards § facilitate differentiated teaching and personalised learning § enable targeted teaching and less general test practice

Using effective assessment resources and strategies provides more time for rich teaching and learning in year 6

These are valid and reliable printed tests covering years 3, 4, 5 and 6 with a web-based mark entry and reports system showing individual and class attainment and progress towards national standards

These tests are:

§ proven, high-quality assessment for the new national curriculum; § ideal for identifying strengths and weaknesses of individual pupils and

classes to support effective teaching and learning; § designed to demonstrate progression from key stage 1 to the end of key

stage 2 § created to be used with our mark entry and reporting information

technology (MERiT) The tests are specifically designed to be used at the end of the year alongside a wide range of approaches to assessment and reporting so there is no need for schools to change their scheme of work or strategy

2. End of year papers

3. Measuring progress in Year 6

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Our diagnostic pupil, class and cohort reports are available to help teachers make valid and reliable assessment judgements based on the results from our fully-standardised test papers

MERiT provides high quality feedback on your pupils’ performance in the year 3, 4, 5 optional tests and year 6 progress tests

§ Reports on performance for individuals, classes / groups, and for the school

§ Information on performance in the national curriculum strands within subjects and on individual questions

§ Compares performance with other schools and pupils to get a national perspective

§ For year 6 progress tests, the probability of achieving the expected standard is provided for each pupil in each subject (reading, grammar, punctuation and spelling, and mathematics)

Helping teachers to measure progress through key stage 2

By teachers for teachersOur team of assessment specialists draws upon a wide range of experience, bringing nationally and internationally recognised best practice to test development in consultation with practising teachers Unlike a business which sells products to teachers and distributes profits among shareholders, Testbase revenues are ploughed back into education Schools and teachers have been in the driving seat, guiding Testbase developments, for over 20 years

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MERiT ReportsEnter marks by question or pupil and get instant feedback on performance through the overview

Which questions were well answered across the class?

Which pupils are struggling?

Where will you target your intervention?

What are the best next steps for teaching and learning?

Complete the mark entry and see the reports for a more detailed overview and comparison with the population

SAMPLE Number of pupils

Marks available

School Mean score

POPULATION Mean score

STANDARD score

GPS 30 70 29 5 34 27

• Y5 Grammar & punctuation 30 50 19 3 24

• Y5 Spelling 30 20 10 2 10

Mathematics 31 110 60 3 52 38

• Y5 Arithmetic 31 40 24 6 22

• Y5 Reasoning Test A 31 35 18 2 15

• Y5 Reasoning Test B 31 35 17 5 15

Reading 29 50 27 5 30 26

• Y5 Reading 29 50 27 5 30

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Testbase Complete

Compile your own assessments

§ KS1: Arithmetic, Reasoning, Aural Maths, Reading, GPS

§ KS2: Arithmetic, Reasoning, Reading, GPS, Writing Standards, Science

§ KS2 Maths Stretch and Challenge

§ KS2-KS3 Mental Arithmetic

§ KS3: English, Maths and Science

§ Complete Testbase Archive

Additional resources § Mid-year tests for Yrs 3, 4, 5

in mathematics, reading and grammar, punctuation and spelling

§ Literacy and Numeracy in Science § Guided reading

Optional Tests for Yrs 3, 4, 5

High quality test papers including:

§ Reading source booklet and answer booklet

§ Grammar and punctuation paper

§ Spelling paper

§ Reasoning paper(s)

§ Arithmetic paper

§ Teacher’s Guide containing answers and marking guidance

Progress Tests for Y6

Test papers for January and April suites

§ Grammar and punctuation paper

§ Spelling paper

§ Reasoning papers

§ Arithmetic paper

§ Reading source booklet and answer booklet (NB based on past KS2 tests, amended to suit the new curriculum while new materials are in development)

§ Teacher’s Guide containing answers and marking guidance

Testbase supporting formative and summative assessment

Order Testbase at: testbase co uk and Optional Tests at: optionaltest org or return a copy of this form to: Testbase, PO Box 68318, London NW1 2SD

All online packages provide the purchasing organisation with an annual licence for three concurrent users per subject valid from the date of purchase

Can’t find what you’re looking for? Please visit optionaltests.org for more purchasing options

Contact Name: Position:

Name of School: DfE No:

Postcode: Purchase Order No:

* Finance or office email (for invoices):

* Your email at the school (for login details):

EMAIL ADDRESSES REQUIRED to complete your order

Order

A - Testbase

Testbase Complete £240 + VAT

Primary Package £220 + VAT

B - Optional & Progress Tests One form entry Two form entry Three form entry

Years 3, 4, 5 £315 £630 £945

Year 6 £200 £400 £600

Years 3, 4, 5, 6 £450 £900 £1,350

Please tick (a) one option from A and one from B

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