It is a statutory requirement to report the attainment of children at the end of KS1. The KS1 tests are designed to test pupils’ knowledge and understanding of the KS1 programmes of study.
Teachers must administer the English reading and mathematics tests to help make a secure judgement for their final teacher assessment at the end of KS1. The tests make up one piece of evidence for the overall teacher assessment.
The statutory phonics screening check took place in June this year for all children in year one except those children in the Communication and Interaction Centre (SNSC) who were disapplied. The screening check has been designed to help teachers and school leaders confirm whether individual pupils have learnt phonic decoding to the expected standard.
The check consists of a list of 40 words. Pupils read these words one to one with a teacher they know and the teacher records whether the pupil has correctly identified the word. Half the words are real and the other half are non-words. The children had to correctly read 32 out of 40 words to pass this screening check. Any child who did not achieve the pass mark will retake the assessment in year two.
The results of the phonics screening check for our year one pupils were extremely positive. Out of the 90 mainstream children who were assessed, 87% achieved the threshold compared with 81% nationally.
The EYFS Profile sums up and describes each child’s development and learning achievements at the end of the EYFS. It is based on ongoing observation and assessment in seven areas of learning and development, namely:
|Communication and Language|
|Personal, Social and Emotional Development|
|Understanding the World|
|Expressive Arts and Design|
Each child’s development is recorded against the ELGs, spread across the seven areas of learning and judgments are made from the observation of consistent and independent behaviour, predominantly from children’s self-initiated activities.
At the end of their first year in school teachers must make a judgement for each ELG as to whether the child’s learning and development is best described as emerging, expected or exceeding.
A child is deemed to have a good level of development (GLD) if they are learning as ‘expected‘ or their learning is ‘exceeding’ in the prime areas as well as literacy and maths.