We believe that assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learned. It is also the means by which pupils understand what they have achieved and what they need to learn next. Formative assessment creates a positive learning environment where children can see the steps necessary for their own success. It enables teachers to set appropriate work at the level necessary for the children's continuing progress. Summative assessment is important for accurate information regarding a child’s attainment and progress. It informs whole school target setting and prediction of a cohort’s future attainment.
Types of assessment
We use a combination of formative and summative assessments:
Formative Assessment (Assessment for Learning – AfL)
Formative assessment is a powerful way of improving pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Formative assessments are used to:
Planning for assessment
The 2014 National Curriculum objectives and Development Matters are used to guide our teaching. These documents provide us with the framework to ensure breadth and balance in our curriculum.
Following the assessment review of 2014 and the Commission’s report on Assessment without levels, levels will no longer be used to form judgements on pupil attainment.
As a school we have adopted an assessment system that measures the progress and attainment over the year, therefore, an 'average' child is expected to start in September as a low and move to a high by the end of the academic year. Therefore, if your child was in Year 3 they would be expected to be a Y3Low at the start of the year and end as a Y3High.
The school will use KS1 and KS2 sample tests in preparation for end of Key Stage examinations.
The school ensures that there is progression of skills planned in year on year.
Lessons are planned with clear learning objectives and success criteria, based upon the teacher’s detailed knowledge of each child. We strive to ensure all tasks set are appropriate to each child’s level of ability and to challenge them.
School Pupil Tracker is used alongside the New National Curriculum and this is used to make judgements for all pupils in Reading, Writing and Mathematics. School Pupil Tracker is effective in informing teachers about their pupils and enabling them to plan with clear differentiation.
Teachers use focused marking to assess children’s progress in relation to the planned learning objectives and set next steps to show where the child is in relation to this aim and how they can achieve. Teachers use this information when planning for subsequent lessons. Children respond to feedback using a purple pen (PPOP) to self-evaluate and to improve their work.
Assessment and Reporting in the Foundation Stage
Children in the Foundation Stage are observed regularly against the ‘Development Matters’ objectives. Observations are ongoing and recording in many varied ways. Often, learning is captured through photographs, recorded on labels and on documents filed for each child including electronically using 2simple. All the evidence for each child will help teachers make judgements on the Foundation Stage profile.
Focus Activities: during focus activities, teaching staff write comments on the child’s work, often identifying the level of support needed or if the work was done independently. Next steps are also identified. Children, where possible, are encouraged to comment on their learning and next steps are also discussed with the children in child friendly terms.
Assessment and Recording in Key Stage 1 and 2