Statutory Assessments

 

Statutory assessments

What statutory assessments will my child take?

In Year 1, all children have to sit a phonics screening test. This test is designed to indicate whether a child has the required ability to phonetically decode and read words. Children are shown a number of words (both real words and pseudo-words) which they have to be able to read using phonic knowledge.

In Year 2 and Year 6, children are tested in the summer term to determine whether or not they have reached the required age-related standard in reading, grammar and mathematics. Writing is assessed in school as a part of their on-going work in class. Every two years, a small number of Year 6 pupils are selected from across all schools in England to sit an assessment in science. Parents will be informed if this will apply to their child.

 

When will the assessments be taking place?

Phonics (Year 1)

  • In 2018, the screening checks will be held in the week beginning 11th June.
  • In 2019, the screening checks will be held in the week beginning 10th June.

 

Key Stage 1 (Year 2)

The Key Stage 1 assessments can take place at a time of the school’s choosing within the month of May.

We will likely administer the assessments in the week following the Key Stage 2 tests – Monday 21st May.

 

Key Stage 2 (Year 6)

  • In 2018, the tests will be held in the week beginning 14th May.
  • In 2019, the tests will be held in the week beginning 13th May.

 

What is the timetable for the assessments?

There is no fixed timetable for the phonics screening check and the Year 2 assessments. These will be carried out with individual pupils, groups or classes as needed.

In Year 6, the assessments have to be administered in the designated test week and on specific days according to a fixed timetable:

  • Monday: Reading assessment. (Reading text and answer booklet)
  • Tuesday: Grammar, punctuation and spelling. (Paper 1: Short answer question. Paper 2: spelling)
  • Wednesday: Mathematics (Paper 1: Arithmetic. Paper 2: Reasoning)
  • Thursday: Mathematics (Paper 3: Reasoning)

 

How are the assessments marked and what will they tell me about my child?

Both the Phonics Screening test and the Year 2 assessments are marked in-school. The Year 6 assessments are sent off to be marked externally.

The outcome of the phonics screening test is a score corresponding to the number of words the child read correctly. To have achieved the required standard, children must reach or exceed a pass-mark.

For the Year 2 and Year 6 assessments, the total number of marks for each subject will be converted into a ‘scaled score’. The scaled score will be a number either at or just above or below 100. Achieving a scaled score of 100 will mean that the pupil is working at the expected standard for the end of their Key Stage. A number less than 100 will mean that the child has not achieved the expected standard, and a number greater than 100 will mean that the child has exceeded the expected standard.

 

How can I help my child?

  • First and foremost, support and reassure your child that there is nothing to worry about with school assessments and they should always just try their best. Praise and encourage!
  • Ensure your child has the best possible attendance at school.
  • Support your child with any homework tasks.
  • Reading, spelling and arithmetic (e.g. times tables) are always good to practise. Reading together for a short time each night can help a lot, and can also help improve a child’s writing as well.
  • Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion).
  • Make sure your child has a good sleep and healthy breakfast every morning!

 

Where can I get more information?

Learning to read through phonics – Guidance for parents about the screening test.

Standards and Testing Agency – Guidance for parents on the Key Stage 1 and Key Stage 2 National Curriculum assessments.

 

Focus Trust on-going assessments?

In Focus Trust, we assess children using ‘point-in-time’ judgements throughout the year which are based on whether or not they are ‘on-track’ to achieve age-related expectations at the end of their year.

All children are assessed at the end of each half-term in reading, writing and mathematics. Where a child is making good progress towards achieving age-related expectations at the end of the year, they are judged as being ‘on-track’. Where a child is able to work toward meeting objectives pitched at their year-group, but is finding it difficult to achieve them and is at risk of being just below age-related expectations at the end of the year, they will be judged as ‘vulnerable’. Some children will be working on objectives which are pitched below their current year-group. In these cases, we will judge them to be either ‘vulnerable’ or ‘on-track’ for achieving the age-related expectations for the year of work they are being given.