How Children Are Assessed
Arrangements for the governance, management and evaluation of assessment: Roles and responsibilities
- Monitor whole school data.
- Monitor assessment practices in school.
Senior Leadership Team
- Moderate teacher assessments and tests.
- Set realistic whole school targets.
- Analyse data for school improvement and reporting.
- Lead and monitor whole school assessment practices.
- Provide training for teachers to ensure a good understanding of assessment and assessment practice.
- Regularly use ongoing formative assessment.
- Make summative judgements at defined points in time.
- Provide feedback to pupils and set realistic targets for individual pupils.
- Provide assessment information to the senior leadership team, parents and pupils.
- Provide feedback to teachers on pupil progress and attainment.
Parents and carers
- Attend meetings with teachers to discuss their children’s attainment and progress.
- Support children with their homework.
- Take ownership of their learning, working hard to achieve their targets.
How assessment outcomes are collected and used
We use 3 key forms of assessment
- In-school formative.
- In-school summative.
- Nationally standardised summative.
In-school formative assessment
Formative assessment takes place during learning and:
· assesses knowledge, skills and understanding
· identifies children’s strengths
· highlights gaps in learning
· tackles children’s misconceptions
· identifies the next steps in learning
· diagnoses need for support or intervention
· informs teacher planning and reporting.
Types of formative assessment include:
· rich question and answer sessions during lessons
· marking of pupils’ work
· observational assessment (e.g. during the Innovate stage)
· regular short re-cap quizzes
· scanning work, from across the curriculum, for pupil attainment and development
· adult and peer feedback, response partners
· child self-assessment, reflection on learning (e.g. during the Express stage).
We use Cornerstones’ Assessment to support our formative assessment methods.
Essential Skills, based on end of year age-related expectations, are used to inform planning in all subjects. They break the programmes of study into end of year group expectations to show a clear progression. For each subject the skills are organised into aspects, allowing teachers to monitor children’s breadth of understanding.
What OFSTED said about our school
The headteacher leads the school with passion and plays a pivotal role inspiring staff and pupils to achieve their best. She has established an able and effective team that shares the schools’ values and works together well to improve provision. Pupils across the early years and key stage one make good progress and achieve well on a range of subjects, including reading, writing and mathematics. Teachers and teaching assistants support pupils who have special educational needs and/ or disabilities well. As a consequence, these pupils make good progress. The teaching of phonics is consistently strong. Year 1 outcomes remain above the national average. (OFSTED 2017)
What OFSTED told our pupils about their findings in 2017
- Achievement is good
- Quality of teaching is good
- Personal development and welfare is outstanding
- Behaviour is good
- Leadership and Management is good