Curriculum & Assessment

The National Curriculum and Assessment at Werrington Primary

We believe that assessment should support good teaching and learning. It should help teachers and pupils keep track of progress and drive improvement. Assessment is for learning!

Parent Information – Assessment at Werrington

Assessment without levels

  • A new National Curriculum was introduced in September 2014.
  • The new curriculum is more challenging, therefore expectations are higher.
  • The existing levels don’t work as a way of assessing children’s attainment against the new curriculum.
  • The Government have not replaced levels and have left it up to schools to design their own assessment framework.
  • At Werrington, we have chosen to use ‘Pathways’ to assess Reading and Writing, and we use the White Rose Maths Hub assessments in Maths
  • With the changes to the National Curriculum, expectations at each year group have changed – Children are expected to be working at a higher level.
  • Due to this, many children are currently learning objectives which are in a lower year group to that of their age – This is so that we can ‘back fill’ any missing knowledge, giving the children solid foundations to build their learning on
  • Werrington Pathways – Based on ‘Stoke Pathways’ created by Stoke on Trent LA
  • Local Authorities identified the need for an assessment system that was universal across all schools in the city
  • This system was developed in 2014/15 and trialled across the Stoke on Trent by pilot schools
  • Pathways enables easier transfer of pupil’s data across schools
  • Enables cross moderation of children’s work to ensure judgments are sound
  • Stoke Pathways is organised into the sets of skills needed to achieve the age related expectations from the new National Curriculum
  • A pathway has all of the objectives needed to be taught for a particular year group – Year 1 = pathway 1, Year 2 = pathway 2 etc.
  • Each Path is then sub-divided into steps:
    • Step 1 = ‘Emerging’, Step 2= ‘Expected’, Step 3 = ‘Exceeding’
  • Focus is on ‘mastering’ the year group, not progressing onto the next year group’s skills
    Werrington Reads

Back to top


Assessment tool for assessing reading

  • Each step is the skills that the children need to cover that term
  • The skills in reading are broad and deep and cannot be reached in a quick lesson or intervention session
  • Skills are progressive and build as the year goes on
  • Reading skills will need to be continually taught and assessed in each English lesson
  • Children will need to read widely across the curriculum to attain the expectations for each term
  • Reading is integral to all we do at Werrington and we plan many opportunities for children to read in other curriculum lessons

Back to top


Werrington Writes

  • Assessment tool to assess writing
  • Includes the grammar, spelling and presentation elements of writing
  • Looks at the skills through the writing process and allows creativity to thrive
  • Writing will be continually taught and assessed across the curriculum
  • Children will work on skills holistically, with some elements being taught discretely

Back to top


Werrington Maths

  • The school follows the White Rose Maths Hub Scheme of learning and have adopted a Mastery approach to Maths, ensuring all pupils fully grasp a concept and deepen their learning before moving on to new content.
  • Each term, your child will complete an assessment. Each question on the assessment is linked to their learning from that term.
  • The teacher then uses this assessment to produce your child’s targets. These are shared and discussed with your child.
  • Children are assessed against the New National Curriculum programme of study and expectations for their year group.

Back to top


Targets for parents

  • Targets that have come home are the deeper skills that will take a lot to achieve in reading and maths
  • These will need to be re-visited with pupils constantly throughout the term
  • Children will not achieve these targets in just a couple of lessons – They will take time
  • Targets will take half a term to a term to achieve
  • Key is that the children ‘master’ the skills
  • In writing, the targets are the small steps that will improve their writing
  • Children will be assessed against these skills in each piece of writing they do and when they can do the skill 3 times independently, they get a new target to move their learning on

Back to top


Measuring Progress

  • All children will be expected to ‘master’ the pathway that applies to their year group and meet the age related expectations
  • Parents will receive a ‘learning ladder’ progress report for your child in the Autumn, Spring and a full school report in the Summer term. Your child’s progress will also be discussed during parents’ evening meetings. As always, you are more than welcome to talk to your child’s class teacher at any point during the school year
  • We constantly assess the progress your child is making towards achieving each stage of the assessment. If the class teacher believes that extra support is needed to help your child, they will talk to you about this and the extra help which will be put into place.
  • Year 6 and Year 2 SAT test will assess across a broad range of skills to ascertain if they have met the age related expectations (Year 6 SAT will cover skills from Path 3 to Path 6)

Back to top


Working with Other Schools

We are active partners in two different school networks, the ‘SMSLC’ (with schools from Staffordshire Moorlands and Cheadle) and the ‘Seven Stars’ (with schools from Stoke on Trent). Through these networks, our staff meet regularly with staff from other schools to moderate our assessments (so that we know that our judgements are accurate), to share good assessment ideas and to compare the progress of pupils.

Like every school in the country, the development and implementation of our new assessment process is very much a ‘work in progress’.

Like every other school in the country, our assessment data will be skewed by the uplift in the new National Curriculum – children who were at ‘age related expectations’ under the old National Curriculum will be ‘below age related expectations’ under the new National Curriculum. This will only be temporary whilst we adjust to the raised demands of the new curriculum and ensure that children have the necessary knowledge & skills to meet their age related expectations.

Back to top


Mastery

The new curriculum is all about ‘mastery’, which basically means ‘Learn the knowledge and
then apply that knowledge resulting in children reaching a greater depth of understanding’.
Parents will receive a progress report for your child in the Autumn, Spring and a full school report in the Summer term – Your child’s ‘level’ will be reported as a numerical figure which will relate to the ‘pathway’ and ‘step’ that your work is working at.

There are lots of ways that you can help your child at home – reading books together, practising phonic sounds, encouraging good presentation with homework, asking maths based questions e.g. If we each have 3 biscuits, how many will we eat altogether?

Children in Key Stages 1 & 2 all have a list of ‘key instant recall facts’ (KIRFs) in Mental Maths and in Spellings which must be learned. We also publish year group expectations, ‘key skills’, ‘Must Knows’ and ‘Knowledge Organisers’ on our website

We will focus on ensuring that we incorporate the changes in such a way that our children will continue to thrive and progress not only academically but spiritually, morally and socially too. Our children remain at the heart of all we do as we take on the challenge of change.

Back to top


So, above all…

  • Do not worry!
  • This is a positive move for children and their learning.
  • This will take time
  • We will keep you updated so that you have a clearer picture of what, when and how your child will learn.

Please do not confuse the New National Curriculum with our School Curriculum – The New National Curriculum tells us what to teach, but it doesn’t tell us how to teach it.

We still believe that a broad, balanced curriculum that promotes spiritual, moral, cultural, mental and physical development will prepare pupils for the opportunities, responsibilities and experiences of later life

Back to top