Reports and Assessments
Tracking progress and performance.
At parents evening you may have been shocked to be told that your child is not yet working at the expected standard, particularly if in the past they were above average. Whilst it’s true that, in the past, some pupils at Leigh CE Primary did not make enough progress, this is not the reason why your child who was previously judged at or above the national for their age may now be being said to be working towards the expected standard for their age.
In September 2014 a new National Curriculum for Primary schools was introduced for Y1,3,4 and 5. (The curriculum for Y2 and Y6 changed in September 2015.) The requirements of the new curriculum meant schools had to contend with two significant changes
 National Curriculum levels were removed and replaced with Age Related Expectations
 The Age Related Expectations represented a significant increase in the skills and knowledge children were expected to attain.
The DFE stated
“As part of our reforms to the national curriculum, the current system of levels used to report children’s attainment and progress will be removed and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.”
Age Related Expectations (ARE) and National Curriculum Levels
Previously, children’s attainment was measured in National curriculum levels; children were expected to move up a level every two years. A child was said to be working at the expected level if they were Lv2 in Y2 and Lv4 in Y6. Children were judged to be working at above expectation if they were achieving highly within the level (2A or 4A) or working within the next level (3C or 5C).
The DfE wanted to avoid what had been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was subdivided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 2, 3, 4 or even a level 5.
Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number who were able to achieve a Level 5 or 6 in a test were not secure at that level. The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level as this statement from the new Math programme of study shows.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
The biggest change however is in how we decided if a child is meeting ARE. Previously, children had to demonstrate that they had acquired much of the knowledge and skills required by a level. It was a best fit scenario if a child knew half of the level 3 content; they were described as being working at Lv3. Now, in order to state that a child is working at ARE, they must demonstrate that they are secure in all the skills and knowledge required for that year. This also means that they must have secured all the knowledge from the previous year too.
An example of this can be seen when looking at writing in Y6.
A child cannot be said to be working at the ARE if they are not secure in all of the criteria
In the past, this piece of writing may have been judged to be at an expected level for a child in Y6.
Mars is the fourth planet from the Sun and is Earth’s neighbour! It is also Known as the Red Planet due to it’s Angry Red appearance. This magneficant planet was observed over 4000 years ago by ancient egypseen astronmes.
Did you know it takes 685 days for Mars to orbit the sun, unlike Earth which takes 365 days to orbit the Sun, that’s almost double the amount of time!!
Finally, Sceintists have been seeing signs of other living orgainisms, could there be such things as aliens?!
But now may not be judged as working towards the expected standard.
Children can only be judged at Working Towards the Expected Standard when they have evidenced that they can meet all of these criteria.
Working towards Criteria  
• using paragraphs to organise ideas  
• describing settings and characters  
• using some cohesive devices* within and across sentences and paragraphs  
• using different verb forms mostly accurately  
• using coordinating and subordinating conjunctions  
• using correctly:  capital letters 
full stops  
question marks  
exclamation marks  
commas for lists  
apostrophes for contraction  
• spelling most words correctly* (year 3 and 4)  
• spelling some words correctly* (year 5 and 6)  
• producing legible joined handwriting. 
Children are working At the expected standard when they can do all of the above plus all of the following
Criteria  
• creating atmosphere, and integrating dialogue to convey character and advance the action  
• selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly  
• using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs sentences and paragraphs  
• using passive and modal verbs mostly appropriately  
• using a wide range of clause structures, sometimes varying their position within the sentence  
• using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision  
• using correctly:  inverted commas 
commas for clarity  
punctuation for parenthesis  
• making some correct use of:  semicolons 
dashes  
colons  
hyphens  
• spelling most words correctly* (year 5 and 6)  
• maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. 
This is not the case just at Y6. In the past a child in Y4, for example, was on track if they were meeting some of the level 3 objectives, now they must meet the entire ARE in order to be working at the expected standard for Y4.
Previous Y4 expectation
to be at expected standard children should be able to achieve between 12 and 17 of these objectives 
Current Y4 expectation
To be at age Related expectation children need to have achieved all of the objectives. 
Understand place value in numbers to 1000: represent numbers using number lines, 100 squares etc, multiply/divide whole numbers by 10  1. Count in multiples of 6, 7, 9, 25 and 1000. 
Recognise negative numbers in contexts such as temperature

2. Find 1000 more or less than a given number. Round any number to the nearest 10, 100 or 1000. 
Recognise a wider range of sequences: multiples of 2, 5, 10  3. Count backwards through zero to include negative numbers. 
Understand and use simple fractions; ½, ¼, ⅟₃, ⅟₅, ⅟₁₀ ; those that are several parts of a whole; ¾, ⅖ and recognise some fractions equivalent to ½ (⁵⁄₁₀ etc)  4. Recognise the place value of each digit in a 4digit number (thousands, hundreds, tens, and ones). Order and compare numbers beyond 1000. 
Begin to use decimal notation in contexts such as money: order decimals with one or two dp, know that £3.06 = 306p  5. Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. 
Know by heart the three, four and six times tables  6. Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. 
7. Estimate and use inverse operations to check answers to a calculation.  
Derive associated division facts from known multiplication facts: if 14 x 5 = 70 then
70 ÷ 5 = 14 and 70 ÷ 14 = 5 
8. Solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why. 
Begin to understand the role of ‘=’ when solving ‘balancing’ problems: 7 x 10 = 82 – □  9. Recall multiplication and division facts for multiplication tables up to 12 × 12. 
Add and subtract twodigit numbers mentally: 36 + 19, 63 – 26

10. Recognise and use factor pairs and commutativity in mental calculations. 
Use mental recall of addition/subtraction facts to 20 in solving problems involving larger numbers  11. Multiply twodigit and threedigit numbers by a onedigit number using formal written layout. 
Solve whole number word problems including those involving multiplication or division that may give rise to remainders: identify appropriate operations/ round up or down  12. Solve probs involving x and +, inc. using the distributive law to mult 2 digit nos by 1 digit, integer scaling probs and harder correspondence probs such as n objects are connected to m objects. 
Add and subtract three digit numbers using written method: 132 + 239 : 327 – 119 using carrying and decomposition methods  13. Recognise and show, using diagrams, families of common equivalent fractions. 
Multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders: 22÷5 = 4 r 2  14. Count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten. 
15. Add and subtract fractions with the same denominator.  
Classify 3D and 2D shapes in various ways using mathematical properties such as reflective symmetry for 2D shapes  16. Recognise and write decimal equivalents of any number of tenths or hundredths; and the decimal equivalents to ⅟₄, ⅟₂ and three quarters. 
Begin to recognise nets of familiar 3D shapes: cube, cuboid, triangular prism, squarebased pyramid  17. Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. 
Recognise shapes in different orientations and reflect shapes, presented on a grid, in a vertical or horizontal mirror line or at 45 degrees to the mirror line  18. Round decimals with one decimal place to the nearest whole number. Solve simple measure and money problems involving fractions and decimals to 2 decimal places. 
Describe position and movement: left/right, clockwise/anticlockwise/quarter turns /90degrees to give directions along a route  19. Convert between different units of measure (e.g. kilometre to metre). Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days). 
Use standard units in a range of contexts (length, capacity and mass): measure length to nearest ½ cm, read simple scales, read a 12 hour clock  20. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Find the area of rectilinear shapes by counting squares. 
Use a wider range of measures: find areas of shapes by counting squares, angles as measure of turn, perimeter as a measure of length  21. Estimate, compare and calculate different measures, including money in pounds and pence. 
22. Read, write and convert time between analogue and digital 12 and 24hour clocks.  
Gather information: decide what data to collect, make appropriate choice of tally chart, frequency table etc  23. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. 
Construct bar charts and pictograms, where the symbol represents a group of units  24. Identify acute and obtuse angles and compare and order angles up to two right angles by size. 
Use Venn and Carroll diagrams to record their sorting and classifying of information: shapes sorted using properties such as right angles and equal sides.  25. Identify lines of symmetry in 2D shapes presented in different orientations. 
Extract and interpret information presented in simple tables, lists, bar charts and pictograms: use keys, read scales, compare data etc  26. Complete a simple symmetric figure with respect to a specific line of symmetry. 
27. Describe positions on a 2D grid as coordinates in the first quadrant. Describe movements between positions as translations of a given unit to the left/right and up/down.  
28. Plot specified points and draw sides to complete a given polygon.  
29. Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.  
30. Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. 
What this means in school is that children who may have been assessed as meeting the expected standard in the past, may now not be working at ARE. This doesn’t mean that they have “gone backwards” or that they have not been making progress.
Age Related Expectations (ARE) and higher expectations
By looking at the above chart you can also see that not only do children have to achieve more of the objectives in order to be judged as working at ARE. In addition, the objectives are often an increase in expectation (I’ve highlighted some where it is easy to make a direct comparison) or are objectives that have not previously been required to be taught e.g. Roman Numerals.
This, again, means that children who were at (or above the expected level) in previous years might now not be achieving ARE. This doesn’t mean they have fallen behind or are not making good progress. It will take a while for schools to both address the new expectations and identify the gaps needed to be filled by increased expectations in the years below where your child is currently.
ARE and reporting to parents.
When the new curriculum was introduced Leigh CE Juniors, did change its assessment system to reflect this. Levels were removed and children were assessed using ARE. And children were said to be emerging, working within, secure or exceeding the ARE .
The definitions of each step within each band were:
Emerging: pupil learning is mainly focused on the criteria for the band however there may still be statements from the previous band to gain complete confidence in.
Working within: pupil learning is fully focused on the criteria for the band. Around 4070% of the
statements have been achieved.
Secure: pupils are confident in the vast majority of the criteria for the band – there may be some
statements which pupils need to gain complete confidence with.
Exceeding: pupils have met 100% of the expectations for their band and are typically beginning
to work on expectations in the band above
However, these statements do not give the school or parents an accurate picture of either a child’s attainment or progress. A child could be working with in an ARE without every securing that expectation. For example, a child at the end of Y3 could be working towards ARE, then move to Y4, be placed as Emerging into Y4 without ever securing Y3 ARE. At the end of Y4, they are still working within the expectations, without having secured Y3 ARE and are moved to Y5 where they remain working within ARE. Lots of gaps are then building up in a child’s knowledge and skills, without the school or parent having a full understanding of what their child can or can’t do.
This is particularly evident across the school in writing. There are many children who were classed as secure with ARE expectation, but who have not mastered simple sentence punctuation and so cannot be judged as working at expectation. In fact, the requirements of the National Curriculum make it clear that if children are not using simple sentence punctuation correctly, they are not yet working at the standard required by Y2. So if a Y5 child produced this piece of writing…
Mars is the fourth planet from the Sun and is Earth’s neighbour!! It is also Known as the Red Planet due to it’s Angry Red appearance. This magneficant planet was observed over 4000 years ago by ancient egypseen astronomers
Did you know it takes 685 days for Mars to orbit the sun, unlike Earth which takes 365 days to orbit the Sun, that’s almost double the amount of time!!
Finally, Sceintists have been seeing signs of other living orgainisms, could there be such things as aliens?!
…they would not be meeting the expected standard for Y2.
But, this doesn’t mean that they are not meeting some of the Y5 standard.
At the end of the year you will receive your child’s report which will make it clear to you which of the ARE objectives they are meeting, and which , if any, of the current and any other previous years objectives they would need to meet in order to be securely meeting the Age Related Expectation for their year group.