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School Performance & Performance Data 

Assessment Beyond Levels in Auriol Junior School

The education system is in a period of significant change in curriculum and assessment, where schools will be creating, testing and revising their policies and procedures. In May 2013, the Secretary of State announced: ‘as part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.’ This policy decision followed recommendations from the national curriculum Expert Panel (DfE: 2011) chaired by Tim Oates.

Why have levels been removed?

  • Labelling – Levels were never meant to be a label, they were meant to support progress.  Unfortunately, they have very much become a label.
  • Undue pace – There has become an unnecessary focus on getting through levels quickly, rather than embedding deep understanding of key concepts.
  • Successful nations don’t use them – Nations with successful educational systems believe that children are capable of anything because of the effort they put in…not because they are level 4, 5 etc. This very much supports growth Mindset Theory.

"Study fewer things in greater depth, so a deeper understanding of central concepts
and ideas can be developed. Assessment should focus on that."
Tim Oates

Our new assessment system

The school has welcomed the changes in the National Curriculum and views it as an exciting opportunity to review our assessment and reporting systems to create a more holistic approach that makes sense to parents.  The assessment tool that we use is robust and track pupils’ progress across the school and not just at the end of a Key Stage.

The principles that underpin our new assessment system are:

  • At Auriol Junior we believe that every child can achieve and we promote a growth mindset,
    ‘What do I need to do next to enable each child in my class to achieve?’
  • The National Curriculum objectives are used as the expectations for all children. Promoting mastery for all.
  • Teachers are experts at assessment - assessment is effectively used to ensure the correct
    scaffolding and challenge is built into every lesson to ensure all children achieve.

In order to be ‘secondary ready’ children need to meet the required end of Key Stage 2 expectations; this is broken down into key outcomes for each curriculum year. We assess children against the end of each year’s curriculum expectations. We use the grid below to determine the degree to which the children have met the expectation.

Progression towards Mastery of learning Towards National Standards   National Expectation Mastery
Teacher Input High Medium Low Enquiry with prompting
Typically, pupils will Basic recall of facts, terms and concepts with support and prompting Name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise Apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove
Types of questions What do you know about?
What is it called?
Who is it about?
How many?
What do you understanding?
Why do you think?
Can you explain, how, why what
Can you give a reason for?
How is… feeling?
What makes you think?
What would you have done…?
How could … be improved?
Knowing … how would you deal with …?
What do you think will happen if…?
How can you show the difference/similarities of?
What pattern can you find?
What can you infer/conclude from?
Can you think of a better way to…
Could you design/invent a new way to..?
How would you tackle this next time?

Our assessment and reporting system includes:

  • Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue.
  • Children knowing what they are being asked to learn and more importantly, why.
  • Success Criteria are discussed and agreed with or formulated by the children during lesson or units of work; learning is then assessed against the success criteria.
  • Three way feedback - pupil, peer, teacher with clearly identified next step; this can be written or verbal feedback.
  • Regular pupils’ work scrutiny.

All of the above will feed into our data tracking system on a half termly basis. We will be reporting to parents on a termly basis.

School Performance

To find out more about our school performance please click on the following links: