The Standards and Curriculum Agency have now published all the key documents you will need to support both teacher assessment and statutory assessment in 2020.

Pupils who are working below expected standard at the end of KS1 and KS2 are referred to in many of these documents.

In this blog I have tried to capture the key messages to enable schools to support this group of pupils in the most effective way.

Key documents

Key Stage 1 teacher assessment guidance

https://www.gov.uk/government/publications/key-stage-1-teacher-assessment-guidance

Key Stage 2 teacher assessment guidance

https://www.gov.uk/government/publications/key-stage-2-teacher-assessment-guidance

These teacher assessment frameworks are for pupils who have completed the key stage curriculum and must be used to make statutory judgements in:

Key Stage 1: English reading, English writing, mathematics and science

Key Stage 2: English writing and science

The frameworks focus on important aspects of these core subjects for the specific purpose of statutory end-of-key stage assessment.

Pre-key stage 1: pupils working below the national curriculum assessment standard

https://www.gov.uk/government/publications/pre-key-stage-1-standards

Pre-key stage 2: pupils working below the national curriculum assessment standard

https://www.gov.uk/government/publications/pre-key-stage-2-standards

These pre-key stage standards are for pupils who are working below the standard of national curriculum assessments bur are engaged in subject-specific study (P5 – P8). This means they will be below the lowest standard in the relevant framework for teacher assessment.

If a pupil is working below the standard of national curriculum assessments and is not yet engaged in subject specific study their statutory outcome should be reported using P scales 1-4 when they have reached the end of key stage.

https://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-sen

THESE WILL BE REPLACED WITH THE ENGAGEMENT MODEL FROM 2020/21 – more information follows.

Key Stage 1 – Assessment and Reporting Arrangements (ARA) – October 2019

https://www.gov.uk/government/publications/2020-key-stage-1-assessment-and-reporting-arrangements-ara

Key Stage 2 – Assessment and Reporting Arrangements (ARA) – October 2019

https://www.gov.uk/government/publications/2020-key-stage-2-assessment-and-reporting-arrangements-ara

Section 6 – Participating pupils

• Tests are designed to be used with all pupils who have completed the key stage programmes of study and are working at the overall level of the tests.
• Pupils should not take the tests if any of following apply:
  • They have not completed the relevant KS1/KS2 programme of study
  • They are working at the pre-key stage standards or P scales
  • They are working at the standard of the KS1/ KS2 tests but are unable to participate, even when using suitable access arrangements
• Headteachers make the final decision about whether it is appropriate for a pupil to take the tests
• The Headteacher must inform parents of any decision that is made

KS2 only

The pre-key stage standards should be used to provide statutory assessment outcome for pupils who are working below the standard of the KS2 national curriculum assessments and are engaged in subject-specific study.

Administering a KS2 test to a pupil who is known to be working below the standard of the test may result in a maladministration investigation. Section 8 includes further guidance about TA at the end of KS2.

If the 2020 tests are incorrectly administered to pupils who should not have participated, their completed test scripts must be sent for marking. This includes if a child starts a test and is unable to complete it.  Pupils will be awarded test outcomes based on their achievements in those tests. Their test results will be included in the performance tables and must be included in the annual report to parents.

KS1 – 2020 Access arrangements guidance – December 2019

https://www.gov.uk/government/publications/key-stage-1-tests-access-arrangements

KS2 – 2020 Access arrangements guidance – December 2019

https://www.gov.uk/government/publications/key-stage-2-tests-access-arrangements

Pupils with specific needs may require additional arrangements so they can take part in the KS1/KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils

Headteachers and teachers must decide whether any of their pupils will need access arrangements before they administer the tests

Access arrangements must never advantage or disadvantage the pupil. Any support should be based primarily on normal classroom practice. Support must not change the test questions and the pupil’s answers must be their own.

It may be helpful to use KS1/KS2 practice materials with pupils before administering the tests. This will enable schools to identify whether pupils need additional support or adaptations, either to the test materials or to their administration.

Access arrangements might be used to support pupils who have:

• difficulty reading
• difficulty writing
• difficulty concentrating
• processing difficulties
• a hearing impairment
• a visual impairment
• English as an additional language

KS1 Maladministration

Schools could be subject to a maladministration investigation3 if they fail to use access arrangements appropriately.

This includes:

• opening test materials before Friday 1 May
• doing anything that could be interpreted as over-aiding pupils
• not having evidence that access arrangements used in the tests reflect normal classroom practice
• inappropriate use of a reader, prompter, translator or equipment
• allowing access arrangements to be administered by another pupil, or a relative, carer or guardian of the pupil

A maladministration investigation may lead to the pupil’s result being amended or annulled.

 KS2 Maladministration

Schools could be subject to a maladministration investigation if they fail to use access arrangements appropriately.

This includes:

• failing to make the relevant application or notification, where required
• early opening of test materials without permission from the Standards and Testing Agency (STA
• doing anything that could be interpreted as over-aiding pupils
• giving pupils unauthorised additional time
• inappropriate use of a reader, prompter, translator or equipment
• not having evidence that access arrangements used in the tests reflect normal classroom practice
• allowing access arrangements to be administered by another pupil, or a relative, carer or guardian of the pupil

KS2 – 2019 Access arrangements guidance – December 2019

• Some pupils with specific needs may need additional arrangements so they can take part in the KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils
• Headteachers and teachers must decide whether pupils will need access arrangements before they administer the tests
• Access arrangements should be based primarily on normal classroom practice and the support given must never advantage or disadvantage the pupil
• Schools must apply to STA, in advance, to request permission to use the following access arrangements:
  • Compensatory marks for spelling
  • Early opening
  • Additional time
• The following do not require an application but schools must notify STA of their use:
  • Scribe
  • Transcript
  • Word processor/technical or electronic aid
• All other access arrangements may be used without prior approval providing their use in the tests reflects normal classroom practice.
  • Written or oral transcriptions
  • Readers
  • Prompters
  • Rest breaks
  • Accessibility objects in the mathematics tests
  • Administering the tests at an alternative location
• All the necessary information about each of these access arrangements can be found within the guidance

The Engagement Model

The Standards and Testing Agency (STA) have finally produced the draft guidance on the statutory requirement for using the engagement model to assess pupils who are working below the standard of the national curriculum assessments and not engaged in subject-specific study at KS1 and KS2. The engagement model replaces P scales 1 to 4 and will become statutory from 2020/21 academic year.

The main principles of the engagement model

• The engagement model is an assessment tool that helps schools meet their duties in supporting pupils who are working below the level of the national curriculum and who are not engaged in subject-specific study.
• The model has 5 areas: exploration, realisation, anticipation, persistence and initiation.
• Engagement identifies and celebrates all pupils’ progress, including linear and lateral progress, the consolidation and maintenance of knowledge, skills and concepts and the prevention or slowing of a decline in pupils’ performance, whilst recognising that a minority of pupils may have a regressive condition.
• Engagement can help schools reflect on how well the bespoke curriculum they offer to their pupils is helping them progress. It will not necessarily replace a school’s existing plans, assessments and reporting systems, but adds value to them by helping schools assess pupils’ progress from a different angle.
• Effective use of the engagement model is based on regular observational assessment and reflective pedagogy. Assessments should be conducted by someone who knows the pupil well so that schools are able to identify existing educational barriers.
• Progress through each of the 5 areas of engagement should be measured by identifying how established the pupil is against each of the areas of engagement. This will differ for each pupil according to their profile of needs as set out in their Education, Health and Care (EHC) plan.
• The model combines a formative and summative assessment approach. It should be used to assess pupils’ progress and development regularly throughout the year. This enables a continuous cycle of ‘assess, plan, do and review’ to take place, which enables the pupils’ achievements and progress to be measured over time.
• Schools are not required to submit data to the Department for Education (DfE) about the achievements and progress of each pupil. However, schools must report which primary-aged pupils are being assessed using the engagement model.
• Schools can use the engagement model across all key stages, including for pupils attending secondary schools, as the principles of engagement are equally relevant to pupils of all ages. However, there is no statutory requirement to do so, and in key stages 3 and 4 and in post-16 education, schools and colleges should ensure there is an emphasis on how their pupils’ acquired skills are preparing them for adulthood.
• The model can be used as a tool for assessing why pupils who are currently working below the level of the national curriculum but are engaged in subject specific study, may have begun to plateau or regress in their anticipated development outcomes.

https://www.gov.uk/government/publications/the-engagement-model