01706 378556

office@littleborough.rochdale.sch.uk

Super SATs results above the local and national average.Charity of the year with the Co-op achieved by our Young Leaders.At the recent Rochdale Music Festival our bands won in all three categories- our Full band of 35 children aged 7-11, our Training band and our Ensemble Band (for more experienced players). We won the Musical theatre section with a superb rendition of two songs from Oliver! Our wind band did really well too.We are the overall year 6 winners of Springhill Athletics 2017.Winner of the Football League and local tournament.Our band was filmed by BBC for Cbeebies programme for broadcast in December.

Assessment 

Changes to the way schools assess

The Government has made a huge change to the way that children in schools are  to be assessed. The Department of Education (DfE) want to ensure that children have a breadth and depth of knowledge at each national curriculum stage. They felt that, under the old system of using levels, this did not happen. They have therefore removed all levels from the statutory assessment and instructed schools to develop their own system in line with ‘age related’ expectations.

At Littleborough, in consultation with other bodies and schools within the Local Authority, we have been working hard to develop a system that will enable us to track children’s progress and report clearly your child’s attainment and progress without the use of levels. Therefore, we will no longer describe your child’s progress or attainment under a ‘level’ but against a new assessment descriptor. This describes what each child should be able to do at their age, by the end of the year.

Please Note: reception assessments will not be changing in school or nationally.

 

New Assessment Descriptors

SAT’s in Year 2 and Year 6 will still take place. However they will be assessed under new national arrangements in 2016. This means: As National Curriculum Levels have been removed, pupils in Year 2 and Year 6 will be given a ‘scaled score’. Alongside, your child’s scaled score you will also be given a child’s raw score (the actual number of marks they achieved on their end of year SAT’s) and whether they have reached the National Average. The score needed to reach the National Average has yet to be announced by the DfE.

Although the SAT’s test are only for Year 2 and 6, all children from Year 1-6 will be assessed against new descriptors in line with what is expected at ’age expectation’. The school will use a system similar to that used by Reception.

 

New Level Descriptors for all Children

 

Grading

Descriptors

Below

Yet to be secure in the end of year expectations.

Within

Beginning to be secure in some of the end of year expectations.

Secure

Secure in the majority of end of year expectations

Secure +

Secure in almost all of the end of year expectations and is able to use and apply their knowledge and skills confidently

 

The National expectation is that by the end of the academic year, the majority of the children, should be assessed as being  Secure or Secure + within their year group.

Under the previous levels system  children who were Secure + might have moved into the next  level. The DfE now want children who are in the Secure + bracket to add more depth and breadth to their knowledge, and have more opportunities to develop their using and applying skills. Therefore, the expectation from the DfE is that children who are Secure + will not move into the next year group expectations.

During the year, we will have conversations with you about your child’s progress and you will be given targets along with information about whether your child is on track to meet end of year expectations. Please note: as each year group will work towards the end of year expectations, it is expected that most children will begin the new academic year ‘Below’.

Schools are allowed to design their own system you so will find that all schools are assessing children slightly differently. As this is a new system, we are required by the DfE to continue to refine our systems throughout this transition period. If there are any significant alterations, we will keep you fully updated.

 

Assessment for Learning (AfL)

We continue to use Assessment for Learning (AfL) strategies in the classroom . AfL is the process of seeking and interpreting evidence used by learners and their teachers to decide where the learners are in their learning,  where they need to go next and how best to get there.  It involves using a range of strategies to build a picture of your child’s attainment and involves children in the assessment process, recognising and acknowledging their achievements and planning the next steps in their learning.

 

What does it look like?

AfL strategies are recorded on children’s work in a variety of ways.  Both adults and children have input into the assessment of work and planning of next steps and both may write comments on the page.  These are recorded as follows:

 

Traffic Lights:  A coloured circle or line (red, amber or green), is used against the Learning Objective at the top of the page to indicate the pupils progress. 

Red = Objective not achieved (requires further teacher input and clarification).

Amber = Objective met but not secure (further consolidation work is necessary).

Green = Objective has been met. The pupil is ready to move onto the next stage of learning.

 

OF (Oral Feedback):  The pupil has been working in a small focused group that is teacher led.  This enables the teacher to use probing questions, conversation and child feedback and opinion to gain a personal picture of where the pupil is in their learning and give advice and specific advice and areas for improvement.

 

SA (Self Assessment):  The pupil has assessed their own work against a set of agreed success criteria.  They have recognised and noted their achievements and have had the opportunity to see where they need to focus next in order to move on in their learning.

 

PA (Peer Assessment):  The pupil has been working with a partner to assess each others work and to identify the next learning steps to be made.  This involves comparing work against agreed success criteria, holding positive and constructive conversations about strong aspects of the work and identifying one area that could be the focus for further improvement.

 

Diagnostic Marking:  Written comments and feedback on the pupils work by the teacher that identifies where progress has been made and provides pupils with the information they need to move their learning to the next step.

 

AfL strategies are designed to build up a complete picture of where pupil’s are in their learning on a day-to-day basis.  They build a very personal picture of an individual child’s attainment.