Abbey Hey Primary School
- Assessment is a continuous process of recognising achievement and development
- Assessment should inform the learner, the teacher and parents – providing each with a basis for further progression.
Through assessment in our school we aim to:-
- Have a clear picture about the performance of individuals, groups of pupils, cohort, Key Stages and whole school.
- Set targets – at a variety of levels - based on reliable information.
- Gather information that will inform teachers as to what should be taught next in order to meet the needs of each child.
- Have clarity as to what pupils know, understand and can do.
- Track the progress of every child and ensure that every child makes progress.
- Use information to influence the school’s self-evaluation process that will be built into the school’s termly improvement plan.
3. Assessment procedures
- Formative – the information gained affects the next learning experience / this includes the proactive use of Assertive mentoring materials for numeracy and the Abbey Hey Writing Grids for Literacy.
- Diagnostic – finding out which attitudes, knowledge, understanding and/or skills are / are not acquired/embedded and how these affect the pupils’ progress across a subject area
- Evaluative – informs the strategic planning and direction of the school through evaluation of the impact of planning, teaching and the curriculum on pupils’ achievements
- Summative - systematic recording of information to provide a summary of where pupils are - at a given point in time – which contributes to the identification of progress over a period of time / this information should also be used in formative way
4. Planning for assessment
- We use our school’s curriculum plan to guide our teaching. This plan gives details of what is to be taught to each year group
- To support our teaching we use the National Curriculum 2014 and the Cornerstones curriculum to ensure a cross curricular approach to teaching and learning.
- Lessons are planned with clear Learning Intentions and appropriate tasks set for the children’s ability
- Learning Intentions are shared with children
- Success Criteria (set with the children ideally) are openly shared
- We make a note of those individual children who do not achieve at the expected level for the lesson, and we use this information to adjust planning for the next lesson.
5. Assessment techniques
There is a wide range of strategies which could be deployed. These include:-
· Dialogue involvement
· ‘Pupil voice’ – the child’s active participation in the assessment process
· Task setting
· Written marking (see Marking and Feedback Policy)
· Curricular target-getting
· Peer assessment
· Self assessment
6. Target-setting and target-getting
- Numerical targets for end-of-year age-related expectations will be set for each cohort
- Individual numerical targets will be set for all pupils in the areas of Mathematics and English
- Numerical targets will be based on a fixed numerical points scale and the levels that relate directly to National Curriculum levels and their component parts
- The progress against these targets will be reviewed throughout the course of the academic year
- Curricular targets are also employed across the school in the areas of Writing and Mathematics and these will be:-
- Set on a half-termly basis
- Reviewed regularly with the children to ensure that target-setting becomes target-getting
- Communicated to parents / carers
- Every school is required by law to set targets in Mathematics and English each year for those pupils who are in Year 6. These include:
- Individual targets for each pupil based on attainment at the end of Key Stage 1
- Percentage targets for the cohort for level 4 and level 5
- Percentage target for the cohort for combined Mathematics and English levels at 4 and above
- Percentage targets for the cohort for 2 full levels progress in English and Mathematics from Key Stage 1 to 2.
- Targets are also set in Mathematics and English in other year groups except Foundation Stage who set targets linked to the Early Year’s curriculum
- The progress of each child is reviewed half termly and new targets set
7. Assessment records and reporting
- Recording is manageable
- The type of assessment varies from subject to subject, but will only be recorded if it affects future learning.
- All pupils have assessment records – including the electronic records stored on Target Tracker.
- Records are passed on to the next class teacher – together with relevant transfer documentation as and when appropriate.
- Written reports on individual pupils are compiled for parents / carers on an annual basis – Summer Term, although interim reports are given to parents on a termly basis.
- Consultation sessions are timetabled for parents / carers to discuss their child’s progress.
8. As a result of good assessment procedures
Teachers will know:
- Where the pupils are starting from
- Whether the class learned what was planned and taught
- Whether the children are making the expected / required progress to achieve targets
- Whether children are making sufficient progress to reach national expectations
- Whether children are applying their skills, knowledge and understanding across the curriculum
- Which pupils need more help and in which areas
- Which pupils require extension work
The SLT will know:
- Whether their pupils are making the required progress to reach or exceed their targets
- Whether there any issues / barriers to learning to address
- Whether the progress of their children is in line with school targets
- Which aspects of teaching / learning and the curriculum need to be developed and strengthened to meet the needs of all pupils
Parents / carers will know:
- How much progress their child is making
- Whether their child has any specific problems
- How the school is helping to address any problems
- What they can do to help their child to make progress
9. Reporting to parents:
- Parents are encouraged to contact the school if they have concerns about any aspect of their child’s work.
- Parents are offered the opportunity to meet their child’s teacher at the beginning of the school year and again at the end. At the first meeting of the school year (around the end of the first half term) the discussion centres on how the child has begun the year and areas to be focused on for the coming terms.
- At the third meeting we review the progress that has been made throughout the year and identify next steps for the coming school year.
- During the summer term we give all parents a written report of their child’s progress and achievements during the year.
- End of Key Stage results are reported to parents of children in Year 2 and Year 6.
- Parents of pupils in Reception are given the opportunity to discuss their child’s Foundation Stage Profile with the teacher.
- At the start of each term teachers provide parents with an overview of the main areas of study for that year group and identify how parents can support any elements of the work during the rest of the term. This will be updated regularly through the school website.
10. Inclusion and assessment for learning
- Our school aims to be an inclusive school
- We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils
- We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils.
- Through the above we make judgements about how successful we are being at promoting racial and gender equality, and including pupils with disabilities or special educational needs
11. Roles and responsibilities
- To plan and organise meetings where common objectives can be agreed and the development and implementation of the assessment policy can be discussed
- To support and monitor the work of the school in relation to raising standards and ensuring good pupil progress
- To ensure that the school staff are aware of the most recent assessment developments – at both local and national levels
- To ensure that agreed implementation procedures are happening school-wide
- To ensure that statutory tests are carried out to agreed timetables
- To promote a consistency of approach school-wide
- To provide guidance when statutory judgements are made
- To be a key staff member in monitoring, marking and assessment practices and evaluate their effectiveness in raising standards
- To proactively use assessment information to inform future curricular planning
- Study samples of children’s work within their subject area as part of their monitoring activities to make judgements about the levels of the children’s work with all teaching staff leading to common understanding of the expectations in each subject across different year groups
- To plan for assessment opportunities on a daily basis
- To plan for statutory / optional assessments
- To focus mark children’s work so that children know how well they are doing and what they need to do to improve further
- To record assessment outcomes
- To use teacher assessment – including the proactive use of APP materials – backed up by tests / tasks – to identify strengths and areas for development and to inform planning of future teaching and learning
- To report to parents / carers on pupil progress and statutory assessments
- To participate in Pupil Progress Meetings, the monitoring and evaluation of policies and procedures on assessment, recording and reporting
11. Monitoring and evaluation
The Head teacher and the SLT ensure that this policy is implemented consistently throughout school through:-
· Discussion with teaching staff, children, parents / carers
· Sampling pupil records and reports
· Sampling teachers’ planning and assessment records
- To ensure that all pupils are making progress
- To identify aspects of the assessment policy that are working well, to gain feedback, results and inform development
- To identify aspects of the policy that are not working well and need to be resolved
- To ensure statutory requirements are met
- This policy will be evaluated and reviewed annually – taking into account current legislation.
- Any alterations will be discussed by all members of staff
- This policy will be reviewed every two years, or earlier if necessary