PRI0269

Written evidence submitted by Merton Local Authority

These comments have been produced by the School Improvement Team in Merton Local Authority and are based on discussions with headteachers, assessment leaders and teachers in primary schools in the Authority.

The purpose of primary assessment and how well the current system meets this 

1. We agree with the purposes of primary assessment that are set out in the Final Report of the Commission on Assessment without Levels (September 2015). We have added comments linked to the three broad areas of assessment identified in that document.

Formative assessment

2. Effective use of formative assessment in the classroom is essential for high quality teaching and learning. It is a rich form of assessment which captures pupils’ strengths, areas for improvement and their progress across the whole curriculum. Formative assessment provides crucial information for teachers to use in planning, addressing misconceptions and modifying provision in the light of pupil responses.  

In-school summative assessment

3. A rigorous internal tracking system which is based on accurate assessments can identify patterns in pupils’ attainment and progress.   For example, strengths and weaknesses in particular classes, subjects or groups of pupils.  This can inform where additional support is required.  

4. Schools have worked extremely hard to introduce tracking systems which will provide meaningful information in the new approach of assessment without levels.   Most schools now have a system in place and these are being used with increasing confidence and reliability.   However, it has proved hard to incorporate detailed tracking of pupils with SEN or the most able.

5. School leaders are extremely concerned about the lack of consistency in the systems used to track progress nationally.   They feel this makes it very hard to track learning when pupils change schools, gives rise to confusion for parents and causes additional work for teachers if they change schools.   In addition, the variety in the systems used makes it hard for external judgements to be made about the accuracy of assessments and rates of pupil progress. 

6. Many schools have an established system of pupil progress meetings between school leaders and teachers to review pupil outcomes on a class by class basis.  These discussions are informed by the tracking data and in many schools they are now being enhanced by direct referral to pupils’ work.   These meetings are a crucial step in meeting the needs of all pupils and ensuring there is no underachievement.

7. School leaders are very concerned about the lack of agreed standards across all year groups and would very much welcome exemplification and possibly optional tests for each year group.

National accountability

8. Schools recognise the need for a national accountability system and want it to be manageable and clearly understood by all stakeholders.   However, there is a very strong feeling that the current national assessment is flawed, does not provide meaningful information, does not contribute effectively to school accountability and has negative consequences for teaching and learning, particularly in Years 2 and 6.  In addition, they feel that the Key Stage 1 tests are of little value as the outcomes add little to teacher knowledge of the pupils

9. School leaders are extremely concerned that the current statutory assessments, particularly the Interim Teacher Assessment Frameworks, have led to a narrowing of the curriculum.   This is particularly acute in writing where the assessment criteria focus on the technical features of writing and do not promote the development of powerful writing which matches the purpose of the piece of writing.   This has damaged pupils’ flair and creativity.

10. There is a very strong feeling in schools that the rigid requirement for pupils to meet all criteria in the Interim Teacher Assessment Frameworks means that some pupils with specific needs such as dyslexia or limited motor skills, are disadvantaged.  

11. In order to address these concerns, schools feel that the Interim Framework criteria should be broadened out to reflect the breadth of the curriculum and be based on a best fit judgement.

The advantages and disadvantages of assessing at primary school 

Advantages

12. Formative assessment enables teachers to meet the specific needs of all children and modify their teaching in the light of pupil responses.

13. In-school tracking enables school leaders and governors to monitor patterns of attainment and progress of pupils.

14. Accurate assessments can contribute to smooth transitions so that new schools have an accurate view of pupils’ learning and can quickly build on their knowledge, skills and understanding.

Disadvantages

15. Teaching and learning are heavily influenced by what will be assessed which leads to the curriculum being distorted with a disproportionate time being spent on narrow elements.

16. Summative assessment can demoralise pupils and parents as it can lead to an emphasis on comparative assessment rather than the progress that has been made.

How the most recent reforms have affected teaching and learning

17. The recent reforms have been a significant distraction to teaching and learning.   The changes have been major and hugely time consuming, particularly as there was insufficient lead in time to manage the change.    The reforms were introduced in a piecemeal manner which led to considerable confusion in schools and led to teachers feeling deskilled and frustrated.   In particular, the delays in providing the Interim teacher Assessment Frameworks and explication was unacceptable and added considerably to levels of stress in schools.

18. The reforms have not helped in transition between different stages of education.   There is insufficient cohesion between the assessment approach from Early Years to Year 1.   Secondary schools do not fully understand the changes to assessment in primary schools which have significant implications for curriculum expectations and target setting for future outcomes.

19. There is considerable confusion in relation to capturing the achievements of pupils with SEN, for example, the terminology of ‘pre-key stage’.   The current emphasis on age related expectations is damaging for pupils with complex special needs, who may be working many years below their chronological age.   In addition, the P scales do not align with the national curriculum assessments meaning that it is hard to track progress from one to the other.

Logistics and delivery of the SATs 

20. Schools generally felt confident in the logistics of administering the SATs in 2016 as the process was similar to previous years.   However, there continue to be substantial concerns about the pressure that the tests place on pupils.

21. There were substantial concerns that the Key Stage 2 reading papers were too hard in 2016 and did not reflect the expectations for the end of Year 6.   There was also a significant concern about the requirement for a pupil to take both reading papers at Key Stage 1 when they struggled with the first one.

Training and support needed for teachers and senior leaders to design and implement effective assessment systems 

22. Schools feel that the key training required at the moment is to establish national agreement about the standards for each year group so there is consistency in pitch and judgements across schools and local authorities.   This would be helped enormously by having:-

• national exemplification for each year group;

• funding to release teachers to set standards and moderate across schools and clusters as many schools are experiencing very tight budgets;

• continued opportunities to work in local partnerships as this enabled systems to be implemented with some local consistency.

23. Schools would welcome further guidance on assessing:-

• pupils with English as an Additional Language;

• pupils with Special Educational Needs and Disabilities;

• assessing pupils who are working ‘at greater depth’;

24. In addition, there needs to be national training for LAs to ensure moderation is operated consistently across the country.

Next steps following the most recent reforms to primary assessment

• Develop a national approach to in-school tracking which is based on a common language.

• Produce exemplification of standards for each year group.

• Review how the progress of pupils with EAL and SEN is captured so it is meaningful and reflects their learning in a positive manner.

• Review the coherence of assessments between EYFS and Key Stage 1 and between primary and secondary schools.

• Review the end of key stage tests so they are better suited to pupils’ abilities.

• Place more value on teacher assessments of pupils’ level of attainment.

October 2016