Primary School Accountability 2016 KS2

Last month the DfE released information on how Primary schools would be measured based on the new tests introduced in May, 2016. The following text appears to summarise how this will be worked out.

2016 performance tables
The headline measures, which will appear in the performance tables in December 2016, will include attainment and progress measures. These will be:

• the percentage of pupils achieving the ‘expected standard’ in English reading, English writing and mathematics at the end of key stage 2
• the pupils’ average scaled score:
• in English reading at the end of key stage 2
• in mathematics at the end of key stage 2
• the percentage of pupils who achieve at a higher standard in English reading, English writing and mathematics
• the pupils’ average progress:
• in English reading
• in English writing
• in mathematics

The percentage of pupils achieving the expected standard is a combined measure across the three subjects. To be counted towards the measure, a pupil must have a scaled score of 100 or more in reading and a scaled score of 100 or more in mathematics; and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at a greater depth in the expected standard’.

The percentage of pupils achieving at a higher standard is also a combined measure across the three subjects. To be counted towards the measure, a pupil must have a ‘high scaled score’ of 110 or more in reading and mathematics; and have been teacher assessed in writing as ‘working at a greater depth within the expected standard’.

Our 'to do' list:
While we are not surprised by any of the above, we are firstly focussed on the appearance of a higher combined standard - indicated by pupils scoring 110 or more in a test - this will put additional emphasis on pupils who perform well in a test which will then be the measure that defines their attainment. Secondly, progress measures in the new age related curriculum also seem to be being based on achievement in the old levelled curriculum. In the absence of any other measure, the assumption is that a child achieving a 2a or 3 at KS1 will have to achieve a higher standard in KS2 to make good or better progress.