Primary assessment:

multi-academy trust

conference

March 2017

What we’re going to cover

Overview of the day

Welcome - including an update on assessment policy

Test development process

Teacher assessment and moderation

Primary accountability and progress measures

Test administration and access arrangements

Assessment policy

Reforms to primary assessment

New national curriculum

Higher expectations and more

challenging content

Benchmarked against curricula in the

world’s highest performing educational

jurisdictions

Classroom assessment

Determined by schools in line with their

curriculum

Commission on Assessment Without

Levels provides support

Statutory assessment

National curriculum tests at KS1 and

KS2

TA using interim frameworks

Phonics Screening Check

EYFSP

October 2016 announcement

No new tests before the 2018 to 2019 academic year

KS1 English grammar, punctuation and spelling test will remain non-statutory this year

No statutory year 7 resits for pupils not reaching the expected standard at KS2

EYFSP will remain in place for the 2017 to 2018 academic year

Improved guidance for the moderation of TA; mandatory training for LA moderators

Publication of Rochford Review of assessment for pupils working below the standard

of the tests

Consultation on primary assessment and its implications for accountability to be

published shortly

Consultation on primary assessment

To be published shortly

Will cover the key issues, including:

The best starting point from which to measure the progress that children make in

primary school

The role and operation of teacher assessment

Rochford review recommendations considered in a parallel consultation

This will consider how pupils working below the standard of the national curriculum

assessments can demonstrate attainment and progress

The recommendations included the removal of P scales and the extension of the

interim pre-key stage standards to include all pupils engaged in subject-specific

learning

We want to hear from teachers and

everyone with an interest in

education.

Any questions?

The test development cycle

What do you think?

It takes one whole year to build a

national curriculum test.

The test development process involves a

range of stakeholders.

National curriculum assessments

follow the same test development

process as GCSEs and A-Levels.

What do you think?

KS1 and KS2 reading tests assess only

statutory areas of the 2014 curriculum

KS1 tests in reading, mathematics

and grammar, punctuation and

spelling are statutory

What is STA responsible for?

KS1 reading test phonics screening check

science sampling national curriculum

GCSE grading KS1 GPS test

RAISEonline A-level standards

teacher skills tests KS2 GPS test

investigating test maladministration PISA, PIRLS, TIMSS

KS2 reading test accountability system

reception baseline assessment progress 8

marking reviews

What is STA responsible for?

KS1 reading test phonics screening check

science sampling national curriculum

GCSE grading KS1 GPS test

RAISEonline A-level standards

teacher skills tests KS2 GPS test

investigating test maladministration PISA, PIRLS, TIMSS

KS2 reading test accountability system

reception baseline assessment progress 8

marking reviews

STA test development division

Currently responsible for the development of:

KS1 phonics screening check

KS1 and KS2 tests:

English reading

English grammar, punctuation and spelling

mathematics

KS2 science sampling

Professional skills tests for prospective teachers

Develop new assessments and new assessment methodologies

Maintain standards through the application of psychometric

methodologies

STA test development division

We aim to produce high quality tests, which are:

valid

reliable

comparable (year on year)

minimise bias / accessible

manageable

We are regulated by Ofqual (the ‘exams regulator’)

External stakeholders

A number of external parties have an interest in and/or contribute to

the tests and the development process:

children, teachers, schools and parents

local authorities

professional subject bodies & interest groups

Ofqual (assessment regulator in England)

item writing agencies

trialling agencies

design agencies

Summary of process

The test development process takes approximately 3 years

Test Frameworks

Starts with item writing

3 expert review panels

Questions are trialled at least twice with nationally representative

samples of pupils

Psychometric data from test trials is used to inform each stage of

the process including construction of the final test

Underpinned by an item bank

Test construction

and expert review 3

New Items In

Test

finalisation

process, modification

and delivery

Live Data

Item

Validation trial

(IVT)

broken items

Live

Expert review 2

Trial construction

Expert review 1

Trial construction

Technical Pre Test

(TPT)

Process model: test development cycle

Unsuccessful or

unselected items

What are the issues with this KS1

item? Too much information to

process

Language difficulties and

readability concerns

Visually complex

Complex response

strategy

Marking difficulties

After the item has been through the process:

Item writing

External item writers

Draft questions and mark schemes

Small scale trial

Process is supported by STA test developers and curriculum

advisors

Teacher Panel Inclusion PanelTest Review

Group Panel

Current practising

teachers

Inclusion school

leaders,

educational

psychologists,

HI, VI and EAL

specialists

Subject experts

Academics

Headteachers

Local Authorities

Assessment leads

School subject

leads

RESOLUTIONInternal STA: SMT and TDRs

External: Curriculum advisors

Expert panels

Why trial questions and tests?

To check the items work as intended

To check the tests and mark schemes are manageable in schools

and for markers

Allows us to make comparisons between year groups

To collect essential qualitative and quantitative data about items

from a variety of groups:

Teachers and

Teaching

assistants

Focus group

of pupils

Administrators

Markers

What are anchor questions?

Anchor questions are included within papers during

Pre-test 2: technical pre-test every cycle

To compare different groups you have to have either the same pupils

OR the same test questions

The anchor questions allow us to compare the performance of different

groups of pupils on the same questions (i.e. from year to year) so we

can compare standards across groups

Amending questions after IVT

Amending questions after IVT

Constructing the live test

Psychometric ‘best’ test constructed & revised

Questions selected to meet criteria, such as number of marks for

each strand of the National Curriculum

Questions needing amendment following TPT avoided

TPT data used to ensure comparability of demand with previous

years

Final expert review: validation of test

Subset of expert panels brought together in a single meeting to

review overall composition of test

Further mark scheme development

Wording is refined to minimise likelihood of differing interpretations by

different markers/teachers

Modified tests

The following formats are developed:

Braille

Modified large print

Enlarged print (KS2 only)

Signing guidance for pupils with hearing impairments

Experts in the modified test agency:

advise on each question’s suitability for modification at the same time

as IVT

amend versions of questions for each format discussed and agreed

between STA and modified test agency to ensure balance between

accessibility and assessment focus

Modified tests

Standards maintenance

In 2016, the standard setting procedure used to set the standard on

initial test involved approximately 60 teachers for each test

From now on data from the technical pre-test will be used to

equate between years to maintain the expected standard

Anchor items

2016

TPT

2017

TPT

2018

TPT

2019

TPT

Scaled scores

Derived from pupils’ raw scores

Scaled score of 100 represents the ‘expected standard’

What 100 represents will stay the same each year

Number of marks required for a scale score of 100 may change

In this case, 100 isn’t an average

Panel recruitment

If you are interested in being considered for involvement in future expert panels

please email:

TestDevelopment.STA@education.gov.uk

Please include in the email title:

‘Expression of interest for future KS1/KS2 [subject] expert panels’

Also provide:

email address

telephone number

details of current role

year group you are currently teaching

(and/or those you have taught previously)

brief summary of teaching experience and other relevant experience

Any questions?

Teacher assessment

arrangements for 2017

2016 to 2017 arrangements

KS1 and KS2 interim frameworks are

statutory for 2016 to 2017

LA statutory duties for external moderation of

TA for EYFSP, KS1 and KS2 writing are

continued for 2016 to 2017

LAs and schools must follow statutory TA

guidance and ARAs

National moderator training for KS1

and KS2Aims to:

Address concerns from schools

in 2016 that LAs were too reliant

on localised interpretations of

national standards

Provide greater confidence in

LA moderation team

Allow an LA to demonstrate to

schools that their moderators

have passed national

standardisation

Overview:

For a moderator to confirm that

they have successfully

completed standardisation, they

must be in receipt of a STA

letter confirming this

Only those that pass the

standardisation exercise will

receive this letter

Important dates

Autumn term 2016: Academies have confirmed their choice of external

moderation provider with STA

Friday 19 May 2017: Schools informed by the LA on, or after, this date if they

are going to receive an external moderation visit

Monday 5 to Thursday 29 June 2017: LAs undertake external moderation of

KS1 English reading, writing and mathematics and KS2 English writing TA

Thursday 29 June 2017 (the same as in 2016):

KS1 - Final deadline for TA data to be submitted to the schools geographical

LA. This may be different from the LA that an academy has chosen for KS1

external moderation

KS2 - Final deadline for TA data to be submitted via the ‘Teacher

assessment’ section of NCA tools. If LAs are submitting on behalf of their

schools, they must ensure that data is submitted by this date.

Changes for 2017: prior to a visit

Any requests that fall outside of STA guidance must be clearly stated to schools

as non-statutory

LAs must not dictate what schools’ evidence should look like or how it is

presented for an external moderation visit

LAs must tell their schools on, or after, Friday 19 May 2017 if they are going to

be moderated with at least 48 hours’ notice

STA does not require LAs to ask schools for pupil data in advance of an external

moderation visit

LAs must clearly communicate with the school the number of external

moderators that will be attending, who they are and their role in the external

moderation process

Main points for 2017: during a visit

Sample size remains the same as in 2016

Professional discussion with teachers is essential; LA’s must ensure that a clear

timetable is agreed, including when teachers are required and when they can be

released

Be mindful of independence of work (detailed in further slide)

STA does expect schools to be clear to moderators on the level of independence

of the work presented

If a pupil has received additional support, this should be clarified by the school;

the provision of class learning aims and objectives does not constitute additional

support

LAs must ensure the appeals process is communicated and referred to during

the visit

If a school does appeal, they must do so using only the evidence seen by the LA

during the visit. Providing additional evidence is not allowed

During a visit: scenarios

Writing evidence should come from English and literacy work. However, LAs

can ask for further evidence from other subjects if they feel that there is lack of

evidence presented to support a judgement

If there is insufficient evidence or concern about the accuracy of a judgement, or

the LA cannot validate the TA judgements, they will request additional evidence

from the school and/or expand the sample

If the LA is unable to validate judgements due to a systematic lack of evidence

they will report the school to STA’s maladministration team

There must be a representative of the school’s senior leadership team to sign off

the agreements and amendments reached during the visit

Re-moderation Depending on the date of the visit, there may be pupils who haven’t met a small

number of the 'pupil can' statements

If the LA external moderators agree that these pupils will be able to consistently

demonstrate a higher standard after the external moderation visit, but before the

TA deadline date, the LA can agree to accept additional evidence for the pupils

to validate the proposed standard

If the school TA judgements were not amended during the visit, then the school

can undertake this re-moderation and resubmit the data

If not, then the LA must undertake re-moderation of the additional evidence

The LA will ensure that those pupils to be considered for re-moderation are

listed clearly on the visit note

End of visit

LAs will ensure that the visit note

contains all the key decisions of the

visit, including where a pupil’s TA

has been amended

If a pupil is allowed to be considered

for re-moderation these will be

included in the visit note

The school may be required to look

again at judgements for pupils not in

the sample. if so, these details will

be included in the visit note

Data analysis:

schools that submit data after

the deadline without agreement

from the LA or STA will be

subject to a maladministration

investigation

LAs will have a process in place

to investigate unexpected

patterns in a school’s attainment

Independence of work

Writing is independent if:

It has been independently edited

and/or redrafted by the pupil. This

may be in response to self, peer, or

group evaluation

It’s produced by pupils who have

independently drawn on classroom

resources such as dictionaries,

thesauruses, word banks,

classroom displays, books or

websites for support or ideas

It’s informed by clear learning

objectives and limited success

criteria which are not over detailed

and do not over-aid pupils

Writing is not independent if:

Edited as a result of direct

intervention by a teacher or other

adult, for example where the pupil

has been directed to change

specific words for greater impact, or

where incorrect or omitted

punctuation has been indicated

Produced with the support of

electronic aids that automatically

provide correct spelling, synonyms,

punctuation, or predictive text

Supported by success criteria that

are over-detailed and over-aid

pupils

Success criteria (1)

Success criteria provide pupils with a means of successfully

demonstrating their learning

They can also support teachers’ judgements as to whether a pupil

has achieved specific learning intentions in a piece of writing

Pupils can use success criteria to assess their own work, address

their own concerns, and identify areas for improvement

Success criteria (2)

If success criteria are over-detailed, they can impact on the

independent nature of the writing, for example:

I have started a sentence with If, When or Because

I have inserted a comma after a fronted adverbial

I have written a sentence in the passive voice to create

suspense

Success criteria should encourage pupils to focus on the criteria

against which the work will be assessed, without modelling or over-

scaffolding the expected outcome

Teacher assessment moderation: addressing

misconceptions

https://www.youtube.com/watch?v=BQ-73l71hqQ

Any questions?

Primary and MAT

accountability

School accountability

measures

2016 reforms to primary accountability

The primary accountability system introduced in 2016 is fairer

than its predecessor - it better reflects how well schools support

pupils’ progress

The progress measures allow the Department to take account

for the performance of all pupils. Comparing pupils with similar

starting points ensures every increase in grade or scaled score

from every pupil will contribute to a school’s overall progress

score

Schools not making good progress with a high performing intake

will be identified, and those schools making good progress with

lower attaining pupils will be recognised

Primary school headline measures

Headline measures in performance tables:

percentage of pupils achieving the ‘expected standard’ in

English reading, English writing and mathematics at the end of

KS2

average scaled score:

in English reading at the end of KS2

in mathematics at the end of KS2

percentage of pupils who achieve at a high standard in English

reading, English writing and mathematics

average progress:

in English reading

in English writing

in mathematics

As in previous years performance

tables also include a range of

additional measures covering

attainment in individual subjects

and for various pupil groups

Progress measure: how does it work?

Stage 1:

This is Chris

Chris’ results are

KS1 APS = 16.0

KS2 reading

score = 103

All other pupils nationally with

average score at KS1 of 16.0

All these pupils’ KS2 scores are

added together and divided by

the number of pupils in the

group = average (national

mean) reading score is 102

He got 1 point

more than the

average for

those with

similar starting

points = +1

Back to Chris

Progress measure: how does it work?

Stage 2:

Chris now

brings his +1

progress score

with him

+2

We put Chris back

with his Y6 peers in

his school

We add all the Y6 progress

scores together and

divide by the number of

pupils to give mean score

= schools progress score –

of, say, +2

So pupils in Chris’ school

made slightly more progress

than those with similar

starting points in other

schools

Parents can now compare

schools to see where pupils

with similar starting points

make more or less progress

This process is repeated for other

subjects. Schools get 3 scores

showing average progress in:

reading

mathematics

writing (nominal points, replace

scaled scores)

-2

+30

-1

+4 +2

How to interpret progress scores

Progress scores are very different to the old ‘expected progress measures’, they look

different and tell us something different

Progress scores are centred around 0, with most schools within the range of -5 to +5.

A score of 0 means pupils in this school on average do about as well at KS2 as those

with similar prior attainment nationally

A positive score means pupils in this school on average do better at KS2 as those

with similar prior attainment nationally, while a negative score means pupils in this

school on average do worse at KS2 as those with similar prior attainment nationally

What does a negative score mean?

A negative score means pupils in that school made less progress than other pupils

nationally with similar starting points, not that pupils did not make any progress

For example, if a school has a maths score of -4 this would mean that on average

pupils in this school achieved 4 scaled scores less than other pupils nationally with

similar starting points. School scores should be interpreted alongside their associated

confidence intervals

Floor and coasting standards in 2016

Floor standard

In 2016, a school was above the floor standard if:

at least 65% of pupils achieve the expected standard in reading, writing and maths or

the school has a sufficient progress scores in -5 in reading, -5 in maths and -7 in writing

Coasting

Regulations were approved by Parliament in January.

In 2016 a school was defined as coasting if it was below these levels in all 3 of

these years: 2014 – fewer than 85% of pupils achieve L4+ and pupils failed to make expected

progress, and

2015 – fewer than 85% of pupils achieve L4+ and pupils failed to make expected

progress, and

2016 – fewer than 85% of pupils achieve the new higher expected standard and

average progress made by pupils is less than -2.5 in reading, -2.5 in maths or -3.5 in

writing

What did 2016 results show?

53% of pupils achieved the ‘expected

standard’ in English reading, English

writing and mathematics

5% of pupils achieved a higher standard

in reading, writing and mathematics

Average scaled scores

Reading GPS Maths

103 104 103

5% (665) of schools were below the

floor standard

3% (477) of schools met the coasting

definition in 2016

Use of data

In her announcement in October 2016 the Secretary of State was very

clear that no decision on intervention would be made on the basis of 2016

data alone, rather it’s the start of a conversation

She highlighted that Regional schools commissioners and LAs would work

together with the current leaders of the small minority of primary schools

below the floor or coasting to help and support the schools to move

forward in a positive direction

The Secretary of State also wrote to chairs of governors to reiterate:

2016 data is not comparable to previous years

results should be compared to national averages for attainment and

progress in 2016

as with any data, it’s important to also take into account a school’s

performance history and wider contextual factors.

Feedback on 2016 progress measures

Schools have informed us of a couple of concerns about the 2016

data that we are exploring:

pupils working below the standard of the test may have a

disproportionately negative impact on a school’s overall progress

score

the exclusion criteria used for omitting pupils from the calculation of

progress measures (e.g. when too few marks gained on the test to

get a scaled score) place behavioural incentives on schools

Is there any other feedback you would like to provide?

MAT accountability

measures

Overview

In January 2017 we published performance measures for MATs as part of

our commitment to increasing accountability and transparency for those

organisations

We published MAT performance data previously in March 2015 and July 2016.

For January 2017 we updated the measures to use the new KS2 and KS4

school accountability measures to show 2015-16 progress across MATs:

in reading, writing and maths at KS2

in Progress 8 scores at KS4

MATs were only included in the statistics if they have at least 3 schools with

results at KS2 or KS4 as published in the 2016 school performance tables,

where those schools had been with the MAT for at least 3 academic years

How we calculate the measuresCurrent year progress measures

Select each school that has been part of the MAT for at least 3 academic years

Look-up school level measures published in performance tables (KS2: reading

progress, maths progress, writing progress. KS4: progress 8)

Calculate a weighted average of the measure for the MAT by weighting by the

number of pupils and the number of full academic years the school has been within

the MAT

Using the new measures means we don’t have more than 1 year of comparable data so

were unable to publish improvement over time progress measures

The measures weight schools’ results differently depending on whether a school has

been with a MAT for 3, 4 or 5 years. This recognises that schools that have been with the

MAT for longer are more representative of what MATs can achieve.

Because no single measure is ever likely to capture every element of performance or

impact, the publication included contextual data (including disadvantage and prior

attainment) and school level underlying data for the 2015/16 academic year.

Headlines of the January 2017 measures – KS2

95 MATs were captured by the KS2 performance measures

Headlines of the January 2017 measures – KS4

47 MATs were captured by the KS4 performance measures

Useful links Primary accountability in 2016 technical guidance:

https://www.gov.uk/government/publications/primary-school-accountability

15 December revised primary SFR: www.gov.uk/government/statistics/national-

curriculum-assessments-key-stage-2-2016-revised

School performance tables website: www.compare-school-

performance.service.gov.uk/

MAT performance measures: www.gov.uk/government/statistics/multi-academy-trust-

performance-measures-2015-to-2016

Any questions?

Test administration and

access arrangements

For 2017 national curriculum tests

Contents

Test administration

Test administration guidance

Changes for 2017

2017 test materials

Important dates

Special consideration

Pupil results

Access arrangements

Test administration guidance (TAG)

Important information for headteachers and test administrators

about what to do before, during and after the tests.

KS1 and KS2 guidance published at www.gov.uk/sta including:

2017 test administration guidance

2017 modified test administration guidance

2017 assessment and reporting arrangements (ARA)

KS2 attendance register and test script dispatch instructions

Test administration instructions provided with test materials

Failure to administer tests according to the guidance

could lead to a maladministration investigation

Changes for 2017

Key stage 1 English grammar, punctuation and spelling test is

optional. Schools may choose to administer the test to inform TA

but there is no requirement to do so

New outcome codes on KS2 test attendance registers. Code ‘T’

replaced by ‘U’ (unable to access) and ‘J’ (just arrived)

Inner bags with a green panel to return KS2 scripts with additional

or modified elements

2017 test materials

Deliveries of test materials

KS1: during w/c 27 March

KS2: during w/c 24 April

Headteachers are responsible for keeping

test materials secure

KS1: until the end of May

KS2: until Friday 19 May

Test administration guidance includes

advice on keeping materials secure.

If you suspect a

breach of security

you must report the

incident

immediately to the

national curriculum

assessments

helpline

Modified tests

Modified versions of the tests are available from STA:

Enlarged print (KS2 only)

Modified large print

Braille

Contact STA’s modified test agency on 0300 303 3019 to order

modified tests if an order hasn’t been placed on NCA tools

The modified test agency also provides advice about which

modified materials may be suitable for pupils

Insufficient test materials

Additional KS1 test materials can be downloaded from NCA tools from Tuesday 2 May

Schools should request additional KS2 test materials from the national curriculum assessments helpline

In exceptional circumstances, schools may photocopy KS2 materials themselves but must request permission from the national curriculum assessments helpline first

Monitoring visits

Local authorities will monitor a sample of academies

Visits will take place before, during and after KS2 test week

Monitoring visitors should observe the complete test administration

process:

storing the test packs securely (including KS1 if applicable)

opening the test packs

administering the test(s)

packing the test scripts

storing the test scripts securely (including KS1 if applicable)

Full guidance about monitoring visits will be available.

Important KS1 dates

Activity Deadline

Administration of KS1 tests Throughout May

Raw score to scaled score conversion tables for

KS1 tests and test materials available on GOV.UKMonday 5 June

KS1 headteacher’s declaration form (HDF)

available to schools on NCA toolsMonday 5 June

Deadline for schools to submit KS1 TA data to

LAs

Thursday 29

June

Deadline for schools to submit the KS1 HDF on

NCA tools

Thursday 29

June

Important KS2 datesActivity Deadline

Deadline for schools to complete KS2 pupil

registration

Friday 17

March

Deadline for schools to make applications for

KS2 additional time

Monday 24

April

KS2 test week 8 to 11 May

Deadline for submitting KS2 notifications of

scribes, transcripts, word processors or other

technical or electrical aids, or administering

at an alternative location, and applications for

special consideration

Friday 19 May

Deadline for schools to submit the KS2 HDF Friday 19 May

Return of KS2 results Tuesday 4 July

Special consideration for KS2 tests

May be awarded if a pupil’s performance has been affected by

extremely distressing circumstances at the time of the tests

Pupil must have completed curriculum, be working at standard and

take tests

Schools can apply on NCA tools after the pupil has taken a test

and by 19 May

Where special consideration granted, the pupil’s scaled score isn’t

adjusted, but will be taken into account when calculating the school

performance measures

Special consideration not awarded for pupils who are ill and not fit

to take the tests at the time

Special consideration for KS1 tests

There is no special consideration for KS1 tests

If a pupil experiences extremely distressing circumstances at the

school’s planned time for administration, consider postponing the

test for that pupil until later in May

If a pupil’s test result does not reflect their actual attainment, this

may be taken into account alongside other evidence from their

classroom work to inform the teacher assessment judgement

KS1 pupil results

KS1 tests are marked internally

Each of the KS1 tests has 2 papers – when marking add

the scores from both papers to calculate the raw score for

the test

Calculate scaled score using conversion table published

on Monday 5 June

Results used to help inform TA judgement about a pupil

KS2 pupil results

KS2 results will be available in ‘Pupil results’ section of NCA tools on

Tuesday 4 July

Test scripts marked on screen can be accessed and printed from

NCA tools on Tuesday 4 July

Test scripts marked in hard copy (such as modified versions or

scripts not scanned) will be sent back to schools by Tuesday 4 July

Raw score to scaled score conversion tables published on

GOV.UK/STA on Tuesday 4 July

Access arrangements

What are access arrangements?

Additional arrangements to enable pupils to

take part in national curriculum tests

They must never give an unfair

advantage

Arrangements based on normal

classroom practice

Evidence not required except for

monitoring visits

Notifications or permission required for

some KS2 access arrangements

No KS1 notifications or permission

required

Additional time for KS2 tests Pupils with a statement of SEN or EHCP automatically qualify for

up to 25% additional time

Pupils that use modified large print or braille versions of the tests

automatically qualify for up to 100% additional time

For other pupils, applications required via NCA tools by 24 April

The application form contains 7 questions and an outcome is sent

automatically upon receipt

Applications should only be made for pupils working at the

standard of the tests

If additional time is not awarded you will be given advice on the

use of an alternative access arrangement that may be of more

benefit

Additional time for KS1 tests

Schools don’t need to make applications to give additional time to

individual pupils who may need it as tests not strictly timed

Schools should use their discretion and allow pupils what they

consider to be an appropriate amount of time for the test

Pupils using modified large print and braille versions of tests may

need more time to complete them than those using standard

versions

Other access arrangements

Word processors, other technical or electronic aids*

Scribes*

Transcripts*

Administering a test at an alternative location*

Oral and written translations (for mathematics only)

Readers

Prompters

Rest breaks

*NCA tools notification required for KS2 tests

Access arrangements guidance

2017 guidance available at www.gov.uk/sta

KS1 access arrangements

KS2 access arrangements

Videos available at https://registration.livegroup.co.uk/sta

How to apply for a timetable variation

How to apply for additional time

Help and support

For advice about a specific pupil’s needs, contact STA using

‘Message us’ in the ‘Access arrangements’ section of NCA tools

For guidance about modified tests, contact the Modified Test

Agency on 0300 303 3019

For general enquiries about national curriculum tests including

test administration, access arrangements or using NCA tools

National curriculum assessments helpline: 0300 303 3013

Email: assessments@education.gov.uk

Any questions?

Closing remarks and

evaluation

Thank you for attending