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Assessment

 

Why we assess

 

The process of assessment is an integral part of the teaching and learning process. It is part of the cycle of activities which helps us to work out a realistic and appropriate teaching programme for every child. It operates in partnership with children’s developing understanding of their own learning. It aims to facilitate quality learning for all pupils. Children are involved in their own assessment and they have a clear responsibility for responding to the teacher’s marking and feedback.

 

The Government removed the system of levels that school have been using for the last 25 years in September 2014 for Years 1,3,4 & 5. Years 2 & 6 were judged against levels for the last time in July 2015. For more information on the changes please see information leaflet attached below.

 

Assessment Procedures
We recognise three forms of assessment procedure:

 

1. On-going  Assessments
These have an immediate impact on planning and learning styles. Outcomes may remain unrecorded. Some will be recorded in planning evaluations or against pupil learning targets. They take into account the progress made by individual pupils, the effort put in and other aspects of learning which are unspecified in any curriculum. They recognise the involvement of the pupil in their own learning.

 

2. End of topic or unit Assessments  

These are assessments made at the end of units of work and may be recorded by annotation on pupils’ books and in teachers’ class records.                      
The school identifies a focus for learning in English and Maths in the form of curriculum targets which the children work towards in order to make progress. 
 

Monitoring and evaluation

The following monitoring and evaluation procedures relating to assessment are in place:
a)  Each term teachers meet with SLT for a pupil progress meeting, at this time teachers judge whether pupils are working at, above or below age related expectations (ARE) and whether or not they are making expected progress.
b) Teacher’s record their judgements of when a child is working towards, mostly achieved or achieved relevant objectives. We use School Pupil Tracker online to track this and help us analyse the information on individual progress and attainment.
c) Moderation of judgements is carried out regularly within teams across the school of judgements made. Termly moderations are carried out cross MAT schools and the school takes part in Torbay moderation each term for EYFS and as requested in other years.

 

Assessment/Record Keeping Timetable

A judgement about whether a child is emerging, developing or secure with the year group is made at the end of each term based on the end of year expectations a set out in the National Curriculum.

At the end of every unit of work in all subjects except English and Maths teachers identify whether children are working at, above or below the expected outcome. Records and kept and shared with subject leaders.

 

3. Formal assessment

The following procedures are in place:

Baseline assessment
Year 1 Phonics test
End of Key Stages 1 and 2 National Curriculum Standard Assessment Tests (SATs)
End of Years 3, 4 and 5 assessment tests

These procedures are used to identify strengths and areas of development.

Test results are always considered in the light of knowledge of the whole child. There are set criteria used to identify children who need extra support. In particular the school has in place the following opportunities to assess Basic Skills:

General in-class teacher and learning support assistant observations
Small group support with class teacher
Specific group support.
Individual assessment by Inclusion Manager.
Individual assessment by LSA – e g keywords, phonics.
Individual assessment by external agencies such as speech therapist, school nurse, advisory teacher for learning support.

 

Pupil involvement in assessment

Pupils become aware of their progress through on-going verbal and written feedback on a regular basis.
Teachers share the learning objectives of lessons with the children. Both teachers and children think about whether these objectives are achieved. Children review their progress towards the objective.
Pupils’ work is celebrated in a variety of ways; by achieving the award of stickers, happygrams, smiley faces, classroom and corridor displays etc. They also choose work to put into a Record of Achievement.

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