What assessment information should be provided for secondary schools at the time of transition?

The 2019 KS2 Assessment and Reporting Arrangements, section 12.3, states that as in previous years, the common transfer file (CTF) must be completed by maintained schools for each pupil and that “the pupil’s CTF and educational record must be passed to the new school.  Academies are not subject to these regulations but are expected to adhere to the … protocols as a matter of good practice.”

Statutory end of Key Stage 2 test and teacher assessment results should be passed on to the next school.  This includes test results for mathematics, reading, and grammar, punctuation and spelling.

These results are expressed and should be passed on to receiving schools as scaled scores.  A scaled score of 100 will represent the expected standard.  This ensures that performance can be reported from one year to the next in a consistent way, having adjusted for any differences in difficulty of the tests.

Teacher assessment of writing and science, in which there are no tests, uses the teacher assessment frameworks (TAFs). In writing, pupils are assessed as working towards the expected standard, working at the expected standard, or working at greater depth.  In science, pupils’ assessments should indicate whether or not they have met the expected standard.

The pre-key stage 2 standards should be used to provide a statutory assessment outcome for pupils engaged in subject-specific study in reading, writing or maths and who are working below the standard of the KS2 national curriculum assessments. (ARA section 6.1, page 23)

If a pupil has SEND and is working below the pre-key stage standards, their statutory outcome should be reported using P scales 1 to 4. P scales 1 to 4 must continue to be used for statutory assessment of pupils not engaged in subject-specific study at the end of KS2 for the 2018 to 2019 academic year. (ARA section 8.5, page 39)

It is essential that feeder and receiver schools work together to ensure effective transition; pupils need to ‘hit the ground running’ as they move from one school to another so that there is continuity in their education.

The School Inspection Handbook Sept 2018, para.169, page 50, asks inspectors to consider:

  • “how information at transition points between schools is used effectively so that teachers plan to meet pupils’ needs in all lessons from the outset – this is particularly important between the early years and Key Stage 1 and between Key Stages 2 and 3
  • whether work in all year groups, particularly in Key Stage 3, is demanding enough for all pupils.”

Return to Assessment without levels: Assessment in the context of the National Curriculum