FOR THE ATTENTION OF HEADTEACHERS, HEADS OF YEAR, YEAR 6 TEACHERS AND EXAMINATION OFFICERS

Key Stage 2 and 3 statutory assessment arrangements

With the Assessment and Reporting Arrangements document now available to schools I am writing to highlight some points to help ensure the secure and effective administration of the assessments. Hard copies of the document will be sent to schools whilst it is also available here.
Headteachers should ensure that all staff involved in the administration of the tests are fully briefed on the necessary arrangements to avoid any potential maladministration. Circular 44 published by NAA in October 2007 and circulated to all schools, also provides a very helpful brief guide to the key information for 2008 test arrangements.

Key Changes

Schools are requested to confirm the quantity of tests required and their Easter holiday dates on the 'Test orders' section of the NAA website by 30th November 2007.

The use of P scales for pupils working below level 1 who have special educational needs is now a statutory requirement.

Paper mark sheets will be replaced by an online register.

Data from optional QCA tests cannot be used as evidence when making an application for extra time.

The Test Administrator's Guide will be available to download form the NAA website from February 2008. It is advisable that all test administrators have access to this document.

A summary of all changes can be found in section 2 of the Assessment and Reporting Arrangements guidance.

Online applications for access arrangements

All applications for additional time, early opening and timetable variations must be made electronically. Completed applications must be submitted by 5:00pm on 3 March 2008, 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.

Section 12 of the booklet highlights 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 for whom it may be appropriate to apply for additional time.

Colleagues 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:
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 is available by clicking here.

Revised Vernon Warden
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 Janet Warburton first to discuss the situation (01603 433276).