Within our Primary School, assessment is a continuous process which is integral to teaching and learning. Assessment is seen as the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there.
Assessments within our school have a number of aims. These include:-
- Supporting teachers in providing rich-open-ended learning activities that are well matched to the pupils’ starting points and that allow pupils to extend their skills and develop their thinking.
- Ensuring that pupils make identifiable progress in lessons, against specific learning objectives and success criteria, enabled by quality, constructive feedback and marking, collaborative peer discussion and self-assessment.
- Helping children understand what they need to do next to improve their work.
- Ensuring those leading learning in a classroom are able to evaluate and plan further teaching.
- Providing regular information for parents that enables them to support their child’s learning
- Providing school leaders and governors with information that allows them to make judgments about the effectiveness of the school.
Across the Partnership schools, a common system of assessment has been developed. This allows schools to:-
- Moderate assessment judgements between schools more easily.
- Ensure consistent information is passed to South Hunsley School upon transition to secondary education.
Regular, formative assessments are vital in order to monitor learning, inform teaching and help children to understand the next steps in their learning. Within our school, regular formative assessments are recorded using the online assessment tool, Classtrack. Pupils are assessed against a range or age related objectives for Reading, Writing and Maths. These objectives are directly linked to the heightened expectations of the National Curriculum 2014.
The ongoing use of this system allows teachers to build an accurate picture of a child's performance and address any gaps in their learning.
Though most pupils will be assessed against their year group's programme of study, it is recognised that some children perform at a level either significantly higher or lower than their age related expectations. In these circumstances, schools may assess a pupil against a more appropriate age related curriculum.
Tracking Pupil Progress
In order to track pupil and cohort progress, pupils are periodically awarded a 'best fit level' which relates to their age related curriculum. This is done using a six point scale. Please click here for the table. (Or file can be downloaded below)
In order to show which year group curriculum a child is working within, the year group is included with the above coding. A child who is therefore ’Developing +’ within a Year 4 curriculum would be described as working at D4+.
In order to support schools in forming a 'best fit' level, data is periodically taken from Classtrack and the percentage of objectives met used to determine a provisional level. This can then be refined using the teachers' knowledge of the children.
A pupil can be said to be making good progress if each year they meet the expected standard for their year group (S) or progress further to work above their age related expectations (S+).
A cohort can be said to be making good progress if the percentage that are meeting or exceeding the expected standard for their age group increases each year.
For some pupils with specific learning needs and for whom the age related curriculum is inappropriate, good progress will be determined by an analysis of their progress within the programme of study within which they are working.