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Carrington

Infant School

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Assessment

Formative assessment

We use a growth mind-set approach valuing mistakes as they help us to learn. Children need to develop skills to work on and improve their work through understanding their next steps.

 

The children are encouraged to respond to both verbal and written feedback . Children have a success criteria to use to see if they have been successful.

 

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.

 

Summative assessment

We use Target Tracker to monitor our data. Progress is recorded termly and the data analysed. This links to the Early Years Development Matters and National Curriculum. Target Tracker provide support to ensure our  moderation of data is robust. 

 

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. Data is analysed by subject leaders termly and advice given on next steps. 

 

​​​​​​​The progress of all the children is checked and action is taken for any child who not is making the expected rate of progress.

EYFS Observations

Early Years also use Tapestry to record observations of children's progress. This in an online tool that parents can also access and record their child's home learning. Providing an ongoing dialogue between home and school. 

 

We also use floor books to capture learning in each EYFS class. This helps children to recall and remember previous learning. 

Evidence for Learning 

Evidence for Learning (EFL) enables us to evidence, assess, review and plan for the unique needs of our ARP children and children working below National Curriculum levels. 

 

Using Evidence for Learning we are able to track the progress of our children from their individual starting points by capturing evidence inside and outside of the classroom and assigning this to their curriculum framework.

 

The annual review of the Educational Health Care Plan(EHCP) is always at the heart of our assessment, teaching and learning. Evidence for learning allows us to monitor the progress of our pupils' personalised learning goals as outlined in their EHCP.

NFER Assessments, White Rose Assessments & No More Marking

We use NFER assessments in Year 2 from the Autumn term and in Year 1 from the Spring term to assess reading. We use the NFER Hub to enable us to analyse the data and shape the teaching to enable pupils to make good progress. 

 

White Rose maths assessments are used at the end of each unit and also termly to assess children's recall of previous learning. Teaching and planning  is then reviewed. 

 

No More Marking writing assessment provides teachers and leaders with one nationally standardised comparative judgement in fiction writing for both year 1 and year 2 children. 

 

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 (emerging) or working at expected. This profile is shared with parents alongside the unique characteristics of their child's learning. The results of both the baseline and end of year assessment are 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 (made up words) and some real words. This helps us know how well the child has progressed in 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:

At Carrington Infant School children do not complete the optional KS1 SAT's. We believe ongoing formative assessments and our internal summative assessments outlined in our policy provide a more reliable and robust picture of a young child's attainment and progress. 

Parents consultations

At the beginning of the school year your child’s class teacher will meet you to outline expectations for the year ahead. We share these through the learning platforms: Class Dojo and Tapestry.

 

There are two further meetings in autumn term and in spring term. Meetings also take place within these sessions for children with special needs supported by the our SENDCO. Parents will be informed of their current attainment and next steps, it is also an opportunity to look at their child's books. Parents will be informed of any interventions that their child is receiving 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 Cliffe or Mrs Barron for advice. 

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