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.
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.
We use NFER assessments in Year 2 from the Autumn term and Year 1 from the Spring term.
We use the NFER Hub to enable us to analyse the data and shape the teaching to enable pupils to make good progress.
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.
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.
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.
There are teacher videos at the beginning of the school year to outline expectations. During Covid-19 we shared these through the learning platforms, Class Dojo and Tapestry. There are two further meetings in Autumn Term and in Spring Term. During Covid these were held virtually. 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 Cliffe or Mrs Cooper for advice.