- Every child knows how they are doing, and understands what they need to do to improve. They get the support they need to be motivated, independent learners.
- Every teacher is equipped to make well-founded judgments and knows how to use their assessments to forward plan, to ensure that every child achieves their potential.
- Drighlington Primary School has structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils and for tracking their progress.
- Every Parent and Carer knows how their child is doing and what they need to do to improve.
Assessment in the Early Years Foundation Stage
Assessment in Early Years in based on adults' knowledge of children from observing and working with them in a variety of contexts.
During a child's time in the Foundation Stage, staff use their professional judgement to assess the age band children are working ‘within’ across the EYFS 17 areas of learning. Adults in contact with the child on a daily basis observe their development and progress.
Observations are gained from:
- When the adult is involved in play with children.
- When the child is involved in planned activities.
- When staff notice something significant that they are not involved in.
- Conversations with children.
- ‘Interviewing’ children about their own learning and interests.
We record observations by:
- Photos taken of children carrying out a particular activity or involved in play alongside annotated notes describing the learning process.
- Samples, drawings, independent emergent writing, photos of models, art work etc.
- Planned focussed observations, where the observer deliberately stands back to observe and does not become involved.
Some of our observations are recorded on Tapestry, an online programme to which parents and carers can have access. Parents also receive information about their child's progress at parents evenings and in a written report at the end of the year.
Assessment in Key Stage One and Key Stage Two
Our Assessment System
Our assessment system is based on Assertive Mentoring and focused on ‘The triple A’s’: Attainment, Achievement, and Attitude. It enables progress towards targets that are based on agreed assessment criteria and children’s work. These targets are the focus of continual assessment, marking, feedback and support throughout the term.
Attainment is measured by ‘Stages,’ based on the end of year expectations for each year group. These ‘Stages’ broadly correspond to that numerical year group – e.g. by the end of Year 1, a child should be secure in Stage 1. Within each Stage, there are four steps; emerging, developing, securing and next stage ready. It is our expectation that whilst not every child will reach end of year expectations, whatever their starting point, they will progress at least one whole stage per year.
Each child’s targets and attainment for reading, writing and maths are tracked each year and colour coded for simple visual interpretation: Green – ahead/on target; Yellow – just behind target; Red – behind target.
We make half termly assessment judgements for reading. The assessments are made by collecting evidence during reading sessions, English lessons, phonics sessions and half termly assessments. In Key Stage 1 we also use Read Write Inc (RWI) phonic screens to support evidence. From Y1 onwards, the children complete a half termly assessment.
We make half termly assessments judgements for Writing. Three fiction tasks and three non-fictions tasks are used to assess a range of genre over the year. The fiction tasks are standardised across the school to allow for moderation of judgements. Teachers assess the children’s writing using agreed assessment criteria which generates a sub-stage for each child and targets for the next half term.
Maths assessments are completed every half term, with pupils completing a stage relevant assessment test. The test question marks are then collated in the assessment criteria record. This generates the stage the pupil is at and the targets needed to progress further.
Science assessments are completed at the end of each term. Children are assessed against agreed criteria which generates a sub-stage and targets.
Pupil Progress Meetings:
Class teachers regularly meet with a member of the SLT to discuss pupil progress and attainment. The main focus is looking at the pupil’s data and analysing strengths and areas for development. During the meeting a cohort action plan is formulated with the class teacher and their additional adults. Targets are set and actions are identified to help meet the target. These targets are then reviewed at the next Pupil Progress Meeting.
What about children with Special Educational Needs?
Children who are on the school’s register of Special Educational Needs may be assessed against a programme of study for a different year group. For example, a child in Year 5 may be assessed against Year 3 objectives. This will be decided by the class teacher in consultation with the school’s Special Needs Co-ordinator (SENCo). Some of these children will be assessed against smaller steps than other children using a system called Bsquared. This enables teachers to track their progress more sharply and set more achievable targets for the children.
What formal tests will my child take?
Your child will take certain tests specified by the Government. These are:
Year 1 – Phonics check
Year 2 –SATs tests in Reading, Maths.
Year 6 – SATs tests in Reading, Maths and Spelling, Punctuation and Grammar.
If your child is in any of the above year groups you will be given more information about these tests during the year.
Your child will also take certain school-based tests during the year to help us to track their progress against the curriculum.
Where can I find out more?
If you have any specific questions relating to your child’s progress or attainment, the first point of contact should always be their class teacher. For more detail about our assessment procedures, please access the Assessment Policies in the Policies section of the website.