New times tables tests

In other news, the government has announced that, from 2017, there will be a new ‘on-screen’ multiplication test, which will form part of the Year 6 End of Key Stage 2 Assessments.

It is, therefore, more important than ever for our children to learn their times tables, both at school and with support at home. We are currently looking at ways to further incorporate this into the school day.

For further details, please visit the DfE website


Key Dates 2015-16

Y1 Phonics Screening Test Week 13.6.16-17.6.16

KS1 Test Administration Window - May 2016

KS2 Test Week 2016

Monday 9th May - English Reading Test

Tuesday 10th May - English Grammar, Punctuation and Spelling Test

Wednesday 11th May - Mathematics Papers 1 and 2

Thursday 12th May - Mathematics Paper 3

Please go to the website below for videos explaining 2016 SATs procedures. 

Assessment for Learning

‘Teachers are familiar with many of the elements of Assessment for Learning: they lie at the heart of outstanding learning and teaching. They involve teachers changing what they do, day by day, to respond to their pupils. When they do this within a whole school context that establishes the priority of Assessment for Learning, supported by effective systems for tracking pupils’ progress, the impact of assessment on learning is likely to be considerable’

(A vision for teaching and learning 2012 Ref: 04255-2006DOM-EN)

We believe assessment to be an essential part of teaching and learning. Assessment of children’s progress is ongoing during the entire day in order that the teacher can plan the progress of each child. The main benefits of assessment enable each teacher to find out what pupils know, understand and can do and then plan appropriate progression throughout all curriculum areas. Assessment will be carried out in accordance with the school’s ‘Teaching and Learning’ policy as well as the detailed ‘Assessment ’ timetable.


As a school we believe the following statements show the purpose of Assessment:

To help the teacher to evaluate the provision of the curriculum and the way in which it is taught to promote deep level learning.

  1. To identify the needs of each individual child in order to raise their achievement.
  1. To plan the future learning for each pupil through review, target setting and evaluation.
  1. To provide feedback to the pupil and indentify individual achievement and next steps through the use of success criteria.
  1. To enable children to take responsibility for their own learning and to involve them in assessing their own progress through pupil self-assessment and peer assessment strategies.
  1. To provide information for parents, governors and outside bodies as well as evidence for moderators.
  1. To facilitate continuity and progression between year groups and schools.

Statutory Requirements


The following information is taken from the ‘2016 Early Years Foundation Stage: Assessment and Reporting Arrangements’ and the ‘Early Years Foundation Stage Profile Handbook’ both produced by the Standards and Testing Agency (STA), an executive agency of the Department for Education (DfE).

FS Baseline

Baseline assessment onto entry to FS1 and FS2 is statutory from September 2015. The baseline which our school uses is the Early Excellence model which focuses on assessment through observation.

EYFS Profile

The EYFS profile summarises and describes children’s attainment at the end of the EYFS. It gives:

the child’s attainment in relation to the 17 Early Learning Goal (ELG) descriptors

  • a short narrative describing the child’s 3 characteristics of effective learning


Teachers’ assessments are primarily based on observing a child’s daily activities and events. In particular, practitioners note the learning which a child demonstrates spontaneously, independently and consistently in a range of contexts.


Teachers complete the EYFS profile for each pupil who will be 5 years old on or before Wednesday 31 August 2016. Teachers make profile judgements on the basis of cumulative observational evidence recorded over the course of the year.

In the final term of the EYFS teachers review information from all sources to make a judgement for each child for each ELG. The judgement says whether the child’s learning and development is:

  • best described by the level of development expected at the end of the EYFS (expected)
  • not yet at the level of development expected at the end of the EYFS (emerging)
  • beyond the level of development expected at the end of the EYFS (exceeding)

Foundation Stage Areas

There are 3 prime areas in Foundation Stage: Personal, Social and Emotional Development; Communication and Language and Physical Development.

There are then 4 specific areas: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

The areas are subdivided into 17 strands as shown:

Personal, Social and Emotional Development

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

Communication and Language

Listening and attention



Physical Development

Moving and handling

Health and self-care






Shape, space and measures

Understanding the World

People and communities

The world


Expressive Arts and Design

Exploring and using media and materials

Being imaginative

Stages of Development

There are 7 stages of development: Early Learning Goal Emerging (comprising 5 stages), Early Learning Goal Expected and Early Learning Goal Exceeded.

Early Learning Goal


Stage 1

8-20 months

Stage 2

16-26 months

Stage 3

22-36 months

Stage 4

30-50 months

Stage 5

40-60 months

Early Learning Goal


Early Learning Goal


Foundation Stage 1

The government expects the average pupil to enter FS1 working within the 22-36 months stage of development (stage 3) and exit working within the 30-50 months stage of development (stage 4).

Foundation Stage 2

The government expects the average pupil to enter FS2 working within the 30-50 months stage of development (stage 4) and exit working within Early Learning Goal Expected.

A Good Level of Development

The Good Level of Development (GLD) measure is the most widely used single measure of child development in the early years. Children are defined as having reached a GLD at the end of FS2 if they achieve at least the expected level in the early learning goals in the prime areas of Personal, Social and Emotional Development; Communication and Language and Physical Development and in the specific areas of Literacy and Mathematics.


Teacher assessment (TA) is the main focus for end of KS1 assessment and reporting. It is carried out as part of teaching and learning.

TA provides a rounded judgement that:

  • is based on knowledge of how the pupil has performed over time and in a variety of contexts
  • takes into account strengths and weaknesses of the pupil’s performance

At the end of KS1, teachers make their judgements for each eligible pupil, taking into account the pupil’s progress and performance throughout the key stage. They base their TA judgement on a broad range of evidence from across the curriculum for each pupil and use their knowledge of a pupil’s work over time, taking into account the pupil’s

  • written, practical and oral classwork
  • results of the statutory KS1 tests
  • homework

For KS1 English reading, English writing and mathematics, teacher assessment is the primary outcome used for accountability and teachers refer to the interim frameworks for 2015-16. The frameworks contain 3 standards:

  • working towards the expected standard
  • working at the expected standard
  • working at greater depth within the expected standard

Pupils will be grouped into 4 categories for accountability; the 3 categories above plus an additional category for those pupils that do not meet the ‘working towards’ standard.

A new national curriculum was introduced in 2014. As a result, the Standards and Testing Agency (STA) is changing the tests so that they assess the new curriculum. Pupils will take the new tests for the first time in May 2016. The KS1 tests do not have set days for their administration, and they may be administered to groups of children on different days, but schools must administer the tests during May 2016, except where a school has been selected to administer one of the tests early in April. Pupils must only be allowed take each test once.

KS1 English reading test

The new reading test has a greater emphasis on the comprehension elements of the new curriculum. There are 2 reading papers, one with the texts and questions combined and one with more challenging texts with the questions in a separate booklet. Both papers must be administered to all pupils.

Each paper will have a selection of unrelated texts of increasing difficulty. There will be a mixture of text genres.

Paper 1 consists of a combined reading prompt and answer booklet. It is expected that the test will take approximately 30 minutes to complete but it is not strictly timed. The paper includes a list of useful words and some practice questions for teachers to use to introduce the contexts and question types to pupils.

Paper 2 consists of a reading answer booklet and a separate reading booklet. It is expected that the test will take approximately 40 minutes to complete but it is not strictly timed. There are no practice questions on this paper.

KS1 English grammar, punctuation and spelling test

The new grammar, punctuation and spelling test has an emphasis on technical aspects of grammar. There are 2 papers, Paper 1: spelling and Paper 2: questions.

Paper 1: spelling consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. Pupils will have approximately 15 minutes to complete the test but it is not strictly timed, writing the 20 missing words in the answer booklet.

Paper 2: questions consist of a single test paper focusing on pupils’ knowledge of grammar, punctuation and vocabulary. Pupils will have approximately 20 minutes to complete the questions in the test paper but it is not strictly timed.

KS1 mathematics test

In mathematics at KS1, an arithmetic test has been introduced. There are two papers, Paper 1: arithmetic and Paper 2: reasoning.

Paper 1: arithmetic assesses pupils’ confidence and mathematical fluency with whole numbers, place-value and counting. The test consists of a single test paper. It is expected that the test will take approximately 20 minutes to complete but it is not strictly timed.

Some items in the arithmetic test have grids in the answer spaces or working out spaces. The grids are there for questions where the pupils may benefit from using more formal methods for calculations.

Paper 2: reasoning assesses pupils’ mathematical fluency, problem solving and reasoning skills. This test consists of a single test paper. It is expected that the reasoning paper will take approximately 35 minutes to complete but it is not strictly timed. The paper includes a practice question and 5 aural questions. After the aural questions, the time for the remainder of the paper should be approximately 30 minutes.

From 2016, scaled scores will be used to report national curriculum test outcomes. For the KS1 tests a scaled score of 100 will always represent the ‘expected standard’.

Y1 Phonics screening check

The phonics screening check is designed to confirm whether pupils have learnt phonic decoding to an appropriate standard. It will identify pupils who need extra help to improve their decoding skills.

The check consists of 20 real words and 20 pseudo-words that a pupil reads aloud to the teacher.


In the DCSF document ‘Assessing and Reporting arrangements Key Stage 2’ From 2016, KS2 national curriculum test outcomes will no longer be reported using levels. Scaled scores will be used instead. All children in the final year of this key stage are assessed by the National Curriculum tests in Reading, Spelling, Punctuation and Grammar (S.P.A.G) and Mathematics. There is no longer a test for English writing. In addition teachers also submit teacher assessments in these subjects as well as Writing, Speaking and Listening and Science.

KS2 English reading test

The English reading test will have a greater focus on fictional texts. There is also a greater emphasis on the comprehension elements of the new curriculum. The test consists of a reading booklet and a separate answer booklet.

Pupils will have a total of 1 hour to read the 3 texts in the reading booklet and complete the questions at their own pace. There will be a mixture of genres of text. The least-demanding text will come first with the following texts increasing in level of difficulty.

Pupils can approach the test as they choose: eg working through one text and answering the questions before moving on to the next. The questions are worth a total of 50 marks.

KS2 English grammar, punctuation and spelling test

The new grammar, punctuation and spelling test has a greater focus on knowing and applying grammatical terminology with the full range of punctuation tested.

The new national curriculum sets out clearly which technical terms in grammar are to be learnt by pupils. It also defines precise spelling patterns which are the basis of spellings in the test.

There will be no contextual items in the test.

As in previous years, there are two papers, Paper 1: questions and Paper 2: spelling.

Paper 1: questions consist of a single test paper. Pupils will have 45 minutes to complete the test, answering the questions in the test paper. The questions are worth 50 marks in total.

Paper 2: spelling consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. Pupils will have approximately 15 minutes to complete the test, but it is not strictly timed, by writing the 20 missing words in the answer booklet. The questions are worth 20 marks in total.

KS2 mathematics test

There are 3 papers; Paper 1: arithmetic; Paper 2: reasoning; and Paper 3: reasoning.

Paper 1: arithmetic replaces the mental mathematics test. The arithmetic test assesses basic mathematical calculations. The test consists of a single test paper. Pupils will have 30 minutes to complete the test, answering the questions in the test paper. The paper consists of 36 questions which are worth a total of 40 marks.

The questions will cover straightforward addition and subtraction and more complex calculations with fractions worth 1 mark each, and long divisions and long multiplications worth 2 marks each.

Papers 2 and 3 each consist of a single test paper. Pupils will have 40 minutes to complete each test, answering the questions in the test paper. Each paper will have questions worth a total of 35 marks.

In some answer spaces, where pupils need to show their method, square grids are provided for the questions on the arithmetic paper and some of the questions on Paper 2.

For KS2 English writing, teacher assessment is the primary outcome used for accountability. Teachers must refer to the interim framework when making their teacher assessment judgement. The framework contains 3 standards:

working towards the expected standard

working at the expected standard

working at greater depth within the expected standard


Pupils will be grouped into 4 categories for accountability; the 3 categories above plus an additional category for those pupils that do not meet the ‘working towards’ standard.


For the KS2 tests a scaled score of 100 will always represent the ‘expected standard’.


A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test. The pupil’s raw score will be translated into a scaled score using a conversion table.

Assessment Methods


  1. Testing

    Children are assessed summatively twice a year to enable planning for progression and to show the knowledge and achievement gained by a child. Children who are falling behind or are gifted and talented are identified through these assessments and a relevant course of action is taken.

    The tests undertaken are: Reading, Reading Age Test, Numeracy, S.P.A.G. Years 3 and 6 also undertake the Non-Verbal Reasoning Test at Christmas.

  2. Observation

    The teacher develops observation techniques to support assessment. These are used daily to assess an individual or a small group against their success criteria. The teacher plans observation criteria before commencing an activity.

    Techniques may include:

mark previous work and assess learning gaps and needs

  • watching what the children do
  • listening to what they say
  • looking at what they produce
  • questioning and interacting
  • support expectations of future work by encouragement



Internal moderation takes place during the year by subject leaders in Numeracy and Literacy. In writing a school portfolio of moderated work is kept to facilitate this. Staff moderate other classes for transparency. Staff meetings are held where all staff moderate writing through school.


At Woodsetts and Anston Brook Primary Schools we use the standardisation materials to support our weekly planning in Literacy. This ensures that the pitch of the activity matches the children’s abilities. Individual writing targets are identified and incorporated into the weekly planning.


At Anston Brook and Woodsetts Federation we use differentiated learning objectives. When appropriate we break down these objectives into simple steps which are called ‘Stars to Success.’ In KS1 and 2 the learning objectives and ‘Stars to Success’ are used to create stickers for both Literacy and Numeracy, which are placed in the children’s books.

The purpose of the stickers is to empower the children to understand how to learn and how to achieve a ‘green card’ which means the child has met their learning objective or a ‘gold card’ which means they have excelled themselves. At the end of a session the child self assesses their learning using the smiley face icons which the teacher then validates and offers next steps. See feedback and marking policy. In addition, Key Stage 2 children are encouraged to use these stickers for peer assessment. Teachers may use learning stops to facilitate this process.

Target Setting

On the back cover of every literacy and numeracy book there is an assessment sticker, which states the child’s attainment from the previous summer term and is added to after each summative assessment. This sticker also includes the child’s end of key stage prediction and their end of year target which is derived from this.

On the inside front cover of every child’s S.P.A.G. book there are personalised next step writing targets, which are updated after summative assessments. These targets are can also be found in the home/school diaries. Teachers use question level analysis to support their target setting. SEND children and children who have fallen behind may have additional targets for reading and maths.

Teachers frequently make children aware of National Expectations with regard to attainment and progress. They also discuss each child’s own progression and attainment in line with their predictions.

Progress Stickers (Under review due to assessment without levels)

Pupil Progress Meetings

Pupil Progress Meetings are held twice a year with the class teacher, head teacher, deputy headteacher, data manager and deputy SENCO. Teachers and the data manager analyse the data and submit pupil progress forms prior to the meeting. This is discussed and actions are formulated and recorded. The impact of previous actions is evaluated. Whole school or class actions may be taken if appropriate.

Each teacher has a performance management target linked to the progress of a specific group of children linked to the School Improvement Plan and the progress of these children is also tracked at these meetings.

Reporting To Staff

After each summative assessment the data manager produces a report for SLT which is shared with all staff at a staff meeting. The report tracks the attainment and progress of each class in reading, writing, S.P.A.G., numeracy and Good Level of Development (G.L.D) in EYFS. It also tracks vulnerable groups such as SEND (including EHC and able), Pupil Premium children and persistent absentees. The impact of interventions is also tracked by the SENCo.

Literacy and Numeracy subject leaders as well as SENCo use this to identify their next areas of research/development and to evaluate any previous actions or new initiatives.

Reporting To Parents

Parents are informed of their child’s progress after each summative assessment. This is sent home either as an individual assessment sheet or as part of the Record of Achievement. The summer report includes both Test and Teacher Assessment grades in the core subjects.

In EYFS parents are given the planned objectives for each area of the curriculum at the beginning of each year via a school target book. Their termly assessment sheets report on all areas needed for a Good Level of Development.

Any parent may request to see the class teacher or the Head at any mutually convenient time if they have any concerns about their child’s progress. Conversely, a teacher will ask to see a parent if they are concerned about the progress of a child in their class.

Record of Achievement reports are distributed to parents each year. Parents are given the opportunity to discuss the contents of the report. This reports on all national curriculum subjects taught as well as behaviour and attitude to learning. Targets for reading, writing and numeracy are also included as part of this report.

In Year 6 parents and children are invited to receive and discuss their Key Stage 2 SAT results.

The school’s performance in each core subject is printed in the School Prospectus, which is uploaded onto the school’s website.


Governors receive the data manager’s report each term and they are also informed of the standards achieved at the end of Foundation Stage 2, phonics screening results and the end of Key Stage tests. The governors are able to compare the school’s progress with other schools nationally and with schools having a similar profile through data as well on the Standards and Performance site and RAISEonline. Governors also receive the Governors’ Dashboard to help them in the analysis of school results.

Learning Community

Each term the school’s data is sent to the Learning Community where it is analysed and schools making good progress share good practice.

Special Needs

Children with Special Educational Needs are identified through assessment and all the personnel responsible for that child pay high regard to the requirements of ‘The Code of Practice’ in ensuring the child receives his/her entitlement. PIVATS are used to help children make small steps of progress. These are used in conjunction with support plans. Identified Gifted and Talented children will have their strengths challenged. Pupils with Statements may be exempt from the end of Key Stage assessments, as those with emotional circumstances, at the discretion of the Head. The Head will seek advice from Outside Agencies prior to making this decision.

Assessment Without Levels – Woodsetts and Anston Brook Federation Summer Update

Dear Parents/Carers,

In September 2014 at the start of this academic year, the government made a huge change to the way that children in schools are to be assessed. This was to tie in with the new National Curriculum. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. The aim of this guide is to hopefully give you some clear information about all the changes that are happening in education across the country, and what that means for the children here at Woodsetts and Anston Brook Federation. Before we even think about assessment we need to be clear on what changes the new curriculum has brought to subjects that are traditionally assessed.

Curriculum 2014

So, what are the changes to the curriculum? It would take far too long to cover the whole curriculum, particularly in any great depth. But the main changes to the key core subjects are highlighted below.

English - The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both key stages.

Mathematics - The main areas in the new programme of study for mathematics are called domains. These are number, measurement, geometry, statistics, ratio and proportion and algebra. There is no longer a separate strand of objectives related to using and applying mathematics. Instead, there are problem-solving objectives within the other areas of study.

Most of the changes to the mathematics and English curricula involve content being brought down to earlier years so an ‘above average’ child in 2014 is now considered to be working at an ‘average’ level for their age in 2015.

The End of Curriculum Levels

The Department for Education (DfE) has decided that the children who are currently in Years 2 and 6 will be the last pupils to be awarded a level in their end of Key Stage tests (Summer 2015).

So why are levels disappearing?

The DfE want to avoid what has been termed ‘The level race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. The feeling from the DfE was that the old National Curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each National Curriculum level.

 Assessing Without Levels

The DfE announced last year that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils. We have spent a long time researching various different methods of assessing pupils. Almost all of the systems use the same format, which is similar to the system used in the Early Years and Foundation Stage. This is to take the end of year expectations for each year group and to split this into 3 categories as follows:

  • Emerging/Entry/Working towards— Yet to be secure in the end of year expectations.
  • Expected/Developing/Working at—Secure in the majority of the end of year expectations.
  • Exceeding/Secure/Working above—Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.

Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below. So how will this look at the end of each Key Stage?

Key Stage 1

It is anticipated that the majority of children will reach the assessment point of Year 2 expected, a smaller number of children will reach Year 2 exceeding, and a small number will be Year 2 emerging, or possibly Year 1 exceeding/expected/emerging.

Key Stage 2

Lots of you may have heard of the expression ‘Secondary Ready’ as the standard children must achieve by the end of Year 6. The DfE have slightly distanced themselves from this phrase and are talking about children reaching the assessment point of Year 6 expected. Similar to Year 2 there will be some children who may be Year 6 exceeding and some children who are Year 6 emerging. There may also be a small number of children who are still working at a lower level e.g. Year 4/5 exceeding/expected/emerging.

How we give an end of year assessment is going to be almost identical to how I described assessing without levels on the previous page, but some of the language is slightly different.

  • Working towards— Yet to be secure in at least 25% of the end of year expectations.
  • Meeting
  • Exceeding— Secure in 76-100% of the end of year expectations.
  • Mastery - Working towards the end of year expectations from the year above.
  • Entry level—Secure       in 25-50% of the end of year expectations.
  • Developing level -       Secure in 51-75% of the end of year expectations.

The biggest difference is how we will talk to you about how your child is progressing during the year. With the old National Curriculum levels, each year children were given a target for the end of the year, and during the year we would tell you what National Curriculum level your child was at.

For example: A child could finish Year 3 with a level 3a, and in Year 4 would have a target of a 4b for the end of the year.

We could use the levels system this way because there was no correlation between a level and a child’s year group, and this can be seen in the way that in a Year 6 class there could be a range of levels, from level 2 to a level 6. However, the new National Curriculum sets out expectations for each year group and children will be assessed against those every year, so a child in Year 4 will always be judged in the first instance against the expectations for the end of Year 4.

So how will the process in school work? At the start of each year group, every child will be emerging/low as they are being judged against the end of year statements. At parents’ evenings, by using their professional knowledge and judgement, teachers will know what the children can already do and what they think the children can achieve.

We hope that you find this guide useful to help you understand why and how assessment has changed.

Mrs Walker and Mrs Bruce, June 2015

Please click HERE to view the school's Assessment Policy.


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Woodsetts Primary School is part of White Woods Primary Academy Trust.  White Woods Primary Academy Trust is an exempt charity regulated by the Secretary of State for Education.  It is a company limited by guarantee registered in England and Wales (Company Number 8589470) whose registered office is at Whiston Worrygoose J&I School, Hall Close Avenue, Whiston, Rotherham , S60 4AG.

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