Management Information Sheet

Key Stage 2 and 3 statutory assessment arrangements

With the Assessment and Reporting Arrangements booklets now in school I am writing to highlight some key changes, provide important information regarding on line applications and to provide further guidance on access arrangements.

Key Changes
As a result of School Workforce Remodelling a range of staff may be involved in the administration of the end of key stage tests. It is important that Headteachers ensure all staff involved in this process are fully briefed. To support the dissemination of information two briefing sessions will be held for both teaching and non-teaching staff who will be administering the tests. These briefings will highlight the key points from the Test administrators' guide to support correct administration of the tests.

If you would like to reserve a place at one of the following sessions please send an email to elizabeth.philpot@norfolk.gov.uk giving details of who will be attending:
07/03/06 - Norwich Professional Development Centre - 4:30-5:30pm
09/03/06 - West Norfolk Professional Development Centre - 4:30-5:30pm

Headteachers of schools with Key Stage 3 pupils should be aware of the change in requirement for teacher assessments. Individual pupil levels will need to be submitted for all subjects rather than aggregated totals. Full details can be found in section 7.2 of the guidance.

A summary of all changes can be found in section 2 of the guidance.

Online applications
The most significant difference from previous years is that all applications for additional time, early opening and timetable variations must be made electronically at www.naa.org.uk/tests. Completed applications must be submitted by 5:00pm on 1 March 2006, at which point access to the site will be removed. It is strongly recommended that applications are submitted earlier than this to allow any further information to be requested if necessary.

The National Assessment Agency have asked me to pass on the following message to allow you to activate your account:

National curriculum tests 2006 - online applications
By now, you should have received two letters from the National Assessment Agency (NAA) containing your personal log in details (password and username) to the new, secure test forms area of the NAA website. Schools must submit their applications online for additional time, early opening and timetable variations for the 2006 national curriculum tests.

Your 'superuser' account cannot be activated until you have confirmed receipt of your password and username, using the quick link below. If you have not received your password and username, please use the quick link below to notify NAA. They will then re-send these details.

What do I do now?

1. Check that you have received the two letters containing your password and username
2. Respond by going to the website http://62.149.33.143
3. Enter the access code dn6Wk3UMs9
4. Follow the instructions so that NAA can activate your account. (This will occur within 36 hours)

Should you require any additional support, please call the NAA national curriculum test helpline on 08700 60 60 40. Helpline staff are available between 8.30am and 5.30pm, Monday to Friday.

Access Arrangements
Section 14.1 of the booklet highlights four groups of pupils for whom access arrangements may be appropriate.

Pupils with a statement of special educational needs, who would normally be allowed extra time in class, are entitled to extra time at the school's discretion.

Pupils with behavioural, emotional or social difficulties are best supported with the use of rest breaks.

Pupils for whom English is an additional language and pupils for whom provision is being made in school at School Action or School Action Plus are the groups of pupils who are most likely to be eligible for additional time.

Colleagues who applied for additional time last year will appreciate that the criteria require specific assessment data that can be difficult and time consuming to collate. To support this process I have worked with colleagues from Educational Psychology and Specialist Support to provide some suggestions on how to manage the evidence required for a successful application.

The following advice matches tests to the criteria. Tests are only listed as examples that would provide the necessary information and may be available in schools. Applications will be judged against the criteria set by QCA. If a school has other assessments in place that would meet these criteria then that evidence should be used.

It is important to note that additional time will not be given when:

a pupil is working below level of test

there is evidence of general low ability

a pupil does not usually get extra time in classroom activities

To be eligible for 25% extra time a pupil would meet: At least three criteria outlined in section A OR

One of the criteria outlined in section B

The QCA criteria are marked in bold - Advice is marked in italics

Section A

A1 Reading scores (using a test of comprehension, single word reading or reading rate/speed i.e. accuracy with speed) in the below average range for the pupil's age. 'Below average' here refers to a standardised score of below 85.
Tests that would provide a standardised score:
QCA Year 5 Reading Test
NFER/ Nelson Graded Word Reading Test

A2 Pupils increase their reading age by 9 months or more, when allowed 25 per cent additional time to complete a timed reading test, or there is evidence of a slow reading speed.
Kirklees Reading Test - available from http://www.dyslexia-inst.org.uk/assess.htm
Revised Vernon Warden http://www.dyslexia-inst.org.uk/assess.htm
Edinburgh Reading Test II (Hodder and Stoughton)
Word Chain (NFER-Nelson)
Neale Analysis of Reading Ability (NFER-Nelson)
Test of Word Reading Efficiency (TOWRE) (Harcourt Assessment)

A3 Free writing speed of 10 words or less per minute.
Pupils should be asked to write for ten minutes and the number of words written per minute calculated.

A4 A processing speed that is in the low average or below average range for the pupil's age. 'Low' or 'below average' here refers to a standardised score of below 90.
Tests that would provide a standardised score: Phonological Assessment Battery (NFER- Nelson)
Comprehensive Test of Phonological Processing (Harcourt Assessment)

A5 Significant discrepancy between cognitive ability and performance shown by: At least average verbal reasoning, non verbal reasoning, or quantitative scores alongside below average literacy/numeracy scores. 'At least average' here refers to standardised scores of 90 or above, and 'below average' to a standardised score of below 85. The literacy/ numeracy score can be the same as used in A1. Spelling tests are considered literacy tests.
Test that would provide standardised scores for: Verbal reasoning -
Verbal Abilities Tests, 8 to 13 (Hodder and Stoughton)
Verbal Reasoning Tests 10 and 11 or 12 and 13 (NFER Nelson)
British Picture Vocabulary Scale (NFER- Nelson)
Non verbal reasoning -
Ravens Standard Progressive Matrices (NFER-Nelson) KS3/KS4
Coloured Progressive Matrices (NFER-Nelson)KS1/2
Non Verbal -
Non-Verbal Abilities Tests, 8-13
Non - Verbal Reasoning Tests, 10 and 11 or 12 -14 (NFER Nelson)

Literacy - see A1
Numeracy - Goal Assessment (Hodder and Stoughton)
Spelling -
Parallel Spelling Tests B (Young) (Hodder and Stoughton)
Vernon Graded Word Spelling Test (Hodder and Stoughton)

OR
A difference of more than 20 points between verbal and performance IQ.
Performance IQ would be highlighted within WISC ll assessment undertaken by an Educational Psychologist.

Section B
B1 Pupils with limited fluency in the English language (EAL) on level 1 threshold or level 1 secure on the common scale for assessment provided in A language in common.
The English Language Support Service would usually be supporting pupils working at these levels.

B2 An appropriate professional such as a doctor, physiotherapist, educational psychologist, occupational therapist or specialist teacher with SEN related qualifications has made a recent recommendation for additional time because of a physical disability or a medical condition that affects the pupil's ability to access the tests.
Reports must make it clear why the condition affects the pupil's ability to work under timed conditions. It is not sufficient to only state that a pupil will benefit from extra time.
Recommendations for pupils with specific learning difficulties must be dated no earlier than the start of the previous academic year. Pupils should not be referred to the School Support Team for additional time. However, schools should discuss the need for extra time within School Support Team meetings.

B3 Other very exceptional circumstances
No further expansion is provided on this criteria. Details about pupils who would not receive extra time should be borne in mind. However if schools have a pupil who does not meet the fixed criteria nor the examples of pupils who would not be given extra time they should contact Chris Read at Norwich PDC first to discuss the situation. 01603 433276 chris.read@norfolk.gov.uk