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Your Child's Progress > Assessment

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“The school has an excellent understanding of the progress made by each of its pupils. It has developed an excellent balance between striving for academic success and including and caring for each and every individual.” Inclusion Mark Report

Our assessment procedures clearly identify what each child can do and what they need to do to inform the next stages of learning. Our school regularly assesses children in a variety of ways in order to ensure that each child is making progress commensurate with their ability. Assessment informs teacher planning of lessons and activities with the class as a whole, in groups and with individual children.

The Programmes of Study (PoS) within the new NC set out expectations at the end of each key stage. Since pupils are expected to know the content of these PoS, the curriculum becomes a “mastery” curriculum where the goal is for each child to achieve a secure level of knowledge, understanding and skills competence. Teachers plan a curriculum to support all children in securing their learning. If your child is achieving well, rather than moving on to the following year’s work, they will be provided with more in-depth and investigative work to allow greater mastery and understanding of concepts and ideas.

Teacher assessment is a continual activity involving, for example, questioning, marking and working with children. Additionally there are more formal assessments in each year group. At the end of the year, children will be reported as being either below the expected standard (B), developing the expected standard (D), secure within the expected standard (S) or exceeding the expected standard (E).

Foundation Stage

Throughout the Foundation Stage, individual pupil profiles are kept in order to support the progress and provision for each child. These systems ensure that from the beginning of their time with us, each child's needs are being met at every level. In line with new Government guidelines, we will be carrying out an initial baseline assessement during the first few weeks of the autumn term. At the end of the Foundation Stage, information which has been gathered throughout the Reception year is used to determine whether children have met the age-related standard. From this point, a child's future progress can be targeted and tracked.

Year 1

At the end of the year, teachers make a formal teacher assessment judgement as to whether the children are working below, in line with or above age-related expectations.

End of Key Stage 1 SATs

These are national tests for all pupils at the end of Year 2 which are used to inform Teacher Assessment. Children will be judged to be working below, in line with or above age-related expectations.

Years 3, 4, and 5

Ongoing Teacher Assessment will allow teachers to decide whether children are working below, in line with or above age-related expectations by the end of the year.

End of Key Stage 2 SATs

These are national tests for all pupils at the end of Year 6.

All assessments are shared with parents and pupils on a regular basis. Rather than being given a level, in 2016 children will receive a raw score (as scored on each paper), a scaled score (between 80 and 130) and a judgement as to whether they have met the expected standard or not. Some children may exceed the expected standard.

Part of the recognised 'excellence' of our assessment systems is the culture in which they are delivered. The tests and tasks are carried out within the normal classroom environment and pupils enjoy the chance to demonstrate what they know and can do.

Each child’s progress in all aspects of school life is of paramount importance to us. We carefully track the progress each child is making in all subjects and in all aspects of school life. We do this in order to have a clear understanding of what each child needs to be learning next, to ensure that we are always working to support each child in achieving the very best they are capable of and in order to inform you and your child of how well they are doing. Children are fully involved in setting their own targets which supports the children’s outstanding attitudes to learning as praised by Ofsted.

Targets are also set and sent home termly to keep parents full informed and involved. Each year group will have their own set of targets to be achieved over the year. Targets cannot cover the entire curriculum, so we have chosen key elements of Literacy and Maths which will make the biggest difference to children’s learning. In Literacy we will set children targets in spelling, handwriting, composition and VCOP (grammar). Maths targets will cover the areas of number, the four operations (+ - x ÷) and fractions.

Parent/Pupil/Teacher consultation meetings take place three times a year and an annual report is written for parents at the end of each school year.