Home Page

Assessment

ASSESSMENT

 

Staff assess the children in different ways on different levels. Here are the main ways that the children are assessed;

 

Formative assessment

We use the ideas put forward by Shirley Clarke who has been a lead expert in assessment over the last twenty years.  Her works links well with growth mindset ideas. The idea really is that we need to value mistakes as they help us to learn. Children also need to develop skills to work on and improve their work through understanding their next steps.

  • Through next steps marking in the children's books. The children are encouraged as they get older to respond to marking in books often using a purple pen so that comments are clear.  The next steps are small targets for the children to work at. 
  • Work is marked in a colour coded way with highlighters so anything highlighted pink is for he children to work on ort "think pink". Any thing marked with a green highlighter are aspects the children have understood and achieved well.
  • At times, older children will have success criteria that are used with the children to check if they have been successful.
  • Older children will also peer mark and help other children to edit their work.
  • Staff ask questions while the children are working and adapt work accordingly. Verbal feedback is essential. The most important way children are assessed is through talking with adults especially at this young age. 

All teachers have mini research projects to develop their knowledge of high quality assessment making practical links to their own classroom work.

Summative assessment

  • Every term, the teacher makes an assessment about the step the children have achieved according to Target Tracker  which is our data tracking program. This links to the Early Years and National Curriculum. Teachers highlight the coverage and understanding of the curriculum and make a judgement about where the child is.
  • Teachers have progress meetings with the Head teacher each half term, one looking at books and the holistic needs of the child and the next half term looking at data. The progress of all the children is checked and action is taken for any child who not making the progress that we want. 

 

 

 

Data tracking and observations 

We use Target Tracker to monitor our data. Progress is recorded termly and the data analysed. We buy in support from Target Tracker to ensure that we moderate successfully. This can also record observations and photographs although we are working on this in  2017-18.

Early Years also use Tapestry to record observations tracking them against the Development Matters curriculum. This in an online tool that parents can also access.  This links to the children's learning journeys.

Co-ordinators for different subjects are expected to know the data for their subjects so they can plan future developments in their areas.

Both of these systems were introduced in 2016-17 and are being further developed in 2017-18. 

 

Statutory testing 

 

Reception 

We baseline the children on entry and then complete an end of year profile based on all the areas of learning. Children are observed through play and in small groups to see what they know and understand. They are then assessed as working towards, working at expected or exceeding in each area. This profile is shared with parents alongside the unique characteristics of their child's learning. This profile is completed in early summer term and the results are shared with parents in the school report. The results of the assessment is also sent to the Department for Education.

Year One

The children undertake a phonics assessment with a known adult where they sound out and blend alien or made up words and some real words. This helps us know how well the child has grasped phonics as this is basis of so much learning. Parents will receive information about the test and how they can help their child. Again we share results with parents and the DFE. This assessment takes place in June.

Year Two

Children are assessed against a set criteria in Reading, Writing and Maths and also take tests in Reading and Maths in May. An overall judgement is made about to see if the children is working towards, achieving the expected level or working at greater depth with the results being given to the DFE at the end of June. Parents will get information about the these assessments or SATs so they can support their child. We always aim for the child to be comfortable and stress free when taking the tests and only children who are working at the appropriate level will take the tests in liaison with parents. We use outside support to moderate our results. 

 

 

Parents consultations

There will be a whole class meeting for parents at the beginning of the school year to outline expectations. There are two further meetings in early November and in February. Meetings also take place within these sessions for children with special needs supported by the our special needs co-ordinator. Parents will be given copies of children's learning levels and targets and also can look at their child's books. Parents will know the interventions that are being given to their child and any targets they have if they have a support plan. 

 

Parents are always welcome to make an appointment to discuss any concerns that they might have about their child. We try to operate an open door policy within normal working hours. You can also email the office or phone Mrs Morrisson or Mrs Cooper for advice.


Top