Assessment Policy

Rationale

At Gomersal St. Mary’s Primary School, We have high expectations of all pupils and of all groups of pupils. We recognise and value all forms of achievement and are committed to ensuring that every child reaches their fullest potential in a supportive and nurturing environment.

We believe that effective assessment is essential to quality teaching and learning.  We undertake two different but complementary types of assessment: Assessment of Learning and Assessment for Learning. We believe that both forms of assessment are fundamental tools, which enable the school to raise the attainment and accelerate the progress of all learners.

Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim (i.e. to close the gap in their knowledge).

Assessment of learning (in school summative assessment and nationally standardised summative assessment) involves judging pupils’ performance against National Curriculum objectives and national standards. Teachers may make these judgements at the end of a unit of work, of a year, or of a key stage. Test results describe pupil performance in terms of their mastery of age-related expectations as set out in The National Curriculum 2014.

Regular feedback given to children on their learning helps them to understand how to be successful, what they have achieved and what they need to do to improve further.  Good assessment practice ensures lesson planning is relevant and is based on a sound knowledge of the pupils’ learning styles, attainment, progress and the next steps in their learning.

The school believes that parents and carers have the ability to contribute a great deal to their child’s education and progress, particularly when they have a comprehensive knowledge of their child’s strengths and weaknesses. We encourage parents to work in partnership with teachers to support their child’s learning and provide reports to them through half-termly Assertive Mentoring Pupil Progress forms, termly consultation evenings and an end of year written report.

Detailed analysis of assessment information plays a crucial role in school self -evaluation by identifying areas of strength and weakness at an individual, group, class, year group and whole school level. This information then guides strategic planning at these levels.  This analysis is also essential in enabling the governors to have a clear understanding of the performance of the school.

Objectives:

Assessment for learningThe purpose of assessment in our school is to provide us with the following information:

  • For children to demonstrate what they know, understand and can do in their work.
  • To help children understand how well they are doing and what they need to do next to improve their work.
  • To allow teachers to plan work that accurately reflects the needs of each child.
  • To track the attainment and progress of individual pupils, groups and cohorts of pupils and thus inform future planning.
  • To provide the pupils’ next teacher with information that will ensure smooth transition and promote continuity and progression across the school.
  • To provide receiving schools with information to ensure the child’s swift transfer and continuous progress.
  • To provide the senior leaders with information which allows them to monitor and make judgements about the effectiveness of the school and identify strengths and weaknesses in the curriculum and to utilise this information to inform school improvement planning.
  • To provide subject leaders with information which allows them to monitor and make judgements about the effectiveness of practice within their subject area.
  • To provide governors with information on the school’s performance to aid their monitoring procedures.
  • To provide regular information for parents to enable them to support their child’s learning.
  • To provide parents with information about the performance of the school.

Assessment Processes:

assessment-cycle

We believe that thorough assessment procedures are essential for informing the next stages of planning and helping children to know what they have to do to make progress. We endeavour to achieve this by:

  • Informing pupils of the learning objectives and success criteria each lesson
  • Questioning throughout the lesson in order to judge pupil understanding
  • Observations – either focussed or interactive
  • Providing regular opportunities to review learning against the success criteria throughout the lesson
  • Involving the children in peer and self- assessment by setting pupil targets and success criteria which help them to assess their own progress and the progress of their peers within lessons and over longer periods of time
  • Planned assessment against learning objectives in medium/short term planning
  • Displays which celebrate achievement and progress
  • Feeding back to pupils on an on-going basis. This may be verbally, in writing or through an Assertive Mentoring Meeting.
  • Focussed marking using learning objectives and success criteria
  • Sampling pupils’ work
  • Carrying out diagnostic assessments and assessment analysis
  • Using assessments and feedback from marking to inform the next stages of learning and planning.

Assertive Mentoring Overview

Gomersal St. Mary’s Primary School has adopted the Assertive Mentoring system which has at its core a guaranteed regular, one to one dialogue between a pupil and a mentor. It is evidence based and focused on the triple A – ‘Attainment, Achievement and Attitude’. It enables progress towards long term targets to be reviewed as well as the achievement of medium targets to be tracked. Further meaningful medium term targets are then agreed. Targets are based on agreed assessment criteria from children’s individual trackers, so as to be both challenging yet achievable and to have the greatest impact on performance. These targets transfer to pupil’s personal mentor files and are the focus of continual assessment, marking, feedback and support throughout the term.

The Aims of Assertive Mentoring are:

  • to raise standards for all
  • to motivate and involve children in their learning
  • to inform and involve parents and carers in their child’s learning

Assertive Mentoring places the child at the centre of learning. It is a way of working that enables teachers to focus on each child’s strengths and areas of need. The formative and summative assessment materials provide teachers with a detailed breakdown of what each child can do and clearly identifies what they need to do next to move their learning forward. It reflects the new National Curriculum 2014 and allows teachers and children to set achievable targets in reading, writing and mathematics each half term.  Much of the assertive mentoring assessments use colours to assess children’s understanding. The explanation behind the colours can be found below.

Assertive mentoring is based on a colour coding system:

  • Green- The child is meeting expectations for learning independently and consistently in all subjects.
  • Amber -The child has nearly met expectations for learning but requires some additional support/ effort.
  • Red- The child needs further support with meeting their expected targets.

Stages in learning:

Within Assertive Mentoring, the children will be working from Stage 0 to Stage 6. The objectives for each stage are aligned to the programs of study for each year group within the National Curriculum 2014. With the exception of some pupils on the SEND register, all pupils’ will work towards mastery of the objectives contained within the stage related to their academic year group. Pupils who are working well below age related expectations and are identified on the SEND register may work towards targets from an earlier stage or where this is not appropriate, may be assessed using the PIVATS assessment criteria.

Correlation of stages to age-related expectations:

  • Reception – Stage 0
  • Year 1 – Stage 1
  • Year 2 – Stage 2
  • Year 3 – Stage 3
  • Year 4 – Stage 4
  • Year 5 – Stage 5
  • Year 6 – Stage 6

Within each stage there are six sub-stages that children will work through. Children will progress through these sub-stages based on the amount of objectives they master throughout the year. The sub-stages can be found below:

  • Emerging
  • Developing
  • Developing +
  • Securing
  • Securing +
  • Next Stage Ready (Mastery/deeper learning)

To reach the age-related ‘Expected Standard’ in each stage, pupils should be working at Securing + or better by the end of each academic year in the Stage aligned to their year group.

Assertive Mentoring- Mathematics

Big Maths

Each week children take part in a Big Maths lesson. This lesson contains a basic skills task that children work through independently with minimal teacher input. Each question on the assessment assesses pupils’ understanding of a particular Maths objective in their age-related programme of study.

During the assessment the following support can be used by the children:

  • Generic and Criteria Prompt sheets (located in pupils’ Assertive Mentoring files)
  • Maths apparatus and resources.
  • Some teacher support/ prompting

The assessments are then marked and a gap analysis sheet is completed by the teacher to inform future plans. For the remainder of the lesson, teaching and learning focusses on consolidating or extending areas identified through the gap analysis of the previous week’s skills test.

Half-termly Assertive Mentoring Summative Mathematics Assessments

Each half-term pupils complete a summative Mathematics assessment. Like the basic-skills assessments, each question is designed to assess pupils’ understanding on a particular objective of their programme of study. Teachers use these assessments to assess pupils’ level of mastery towards each objective and pupils’ overall progress towards age-related expectations within Maths. After the assessment process, at least one target is set and the child is notified by the teacher during their mentor meeting.

Assertive Mentoring Writing

Big Write

Each week pupils complete an extended piece of writing linked to the week’s learning. The children are provided with success criteria/writing targets that should be demonstrated in that piece and must self-assess their work against these targets.

The following support can be used by the children

  • Planning support sheets
  • Prompt sheets

Teachers close mark and assess the writing against the success criteria, providing children with appropriate next steps to move learning forward.  They also use the information to plan subsequent lessons to extend learning.

Half-termly Assertive Mentoring Summative Writing Assessment

Children are set a standalone writing task which must be completed without support wherever possible. These are marked and entered onto the criteria assessment tracker. Teachers use these assessments to assess pupils’ level of mastery towards each objective and pupils’ overall progress towards age-related expectations within Writing.  After the assessment process, at least one target is set and the child is notified by the teacher during their mentor meeting.

Assertive Mentoring and Bug Club Reading

The Assertive Mentoring criteria assessment sheet is completed on a half termly basis using evidence from guided reading, individual reading (Bug Club at home or at school), Assertive Mentoring Reading task sheets and reading comprehension completed in class.

Teachers from year 2 to 6 will assign texts for home reading from the Bug Club website (or provide paper copies for pupils without internet access). Pupil progress will be monitored based on the children’s level of comprehension indicated by their responses to the embedded questions.

After each assessment cycle, at least one target is set and the child is notified by the teacher during their mentor meeting. Children’s reading age will be updated at the end of each term to track progress in decoding using Hertfordshire Reading Tests.

Assertive Mentoring Grammar Hammer

On a weekly basis a Grammar Hammer Session will be held. This session will comprise of following up of errors from the previous session and then completion of the Grammar Hammer sheet. These Grammar Hammer sheets are marked and the errors identified for teaching the following week. When carrying out the Grammar Hammer sheet, children can use any support to help them:

  • Talking partners
  • Adult support – reading questions, reminders etc
  • Use of criteria and generic prompt sheets

Spelling/Phonics/Key Words/Times Tables

Homework is given each week in these areas according to children’s personal ability. An individual record is kept by each child in their Mentor File and a group record kept by the teacher.

Monitoring of Attitude

The areas of attendance, punctuality, behaviour, effort, homework completion and uniform are also tracked and targets for improvement are set where necessary. We are keenly aware that attitude has profound implications for attainment and achievement. This system demonstrates that link and provides powerful evidence to children and parents. Regular attitude tracking provides an effective vehicle for challenging such attitudes and demonstrating their effects on performance. In turn this becomes a powerful motivator for children and has been shown to have a positive effect.

The standard grading criteria for attitude are shown below:

RedAmberGreen
Attendance below 95%Attendance between 95-97%Attendance exceeds 97%
Usually/often lateUsually arrives on timeAlways arrives on time
Poor/unacceptable behaviourGood behaviourExcellent behaviour
Rarely good effort, tasks often left incompleteUsually good effort, sometimes needs remindersConsistently good effort, self-motivated, tasks completed
Homework rarely completed or returnedHomework usually completed and returned on timeHomework always completed and returned on time
Rarely in uniform and/or no PE kitUsually in uniform and has PE kitAlways in uniform and has PE kit.

The criteria are assessed during the Mentor meeting on a half termly basis. At least one target is set during the meeting with the child unless the child is achieving Green outcomes for all areas of attitude.

Target Setting and Tracking:

  • Yearly targets are set for every pupil by the Headteacher and Deputy Headteacher and are confirmed at the start of each year.
  • Targets are set for pupils in Reading, Writing and Mathematics.
  • Individual targets are discussed with pupils, staff and parents as is progress towards these targets.
  • Regular pupil progress meetings inform the process throughout the year. Teachers meet half-termly with the headteacher to discuss and analyse pupil performance and progress. Strategic plans are then created based on the discussions to ensure all pupils are provided with the support needed to reach their targets.
  • End of Key Stage exit data and Fischer Family Trust Predictions are used to create projected targets and pupil progress is monitored against this. Pupils falling below expected progress will be targeted for additional support or intervention to help them to accelerate progress. Pupils exceeding projected progress will have future targets adjusted to reflect their abilities and to allow them to sustain progress.

Recording and Reporting:

  • We recognise various methods of assessing a child’s learning. The type of assessment that we make varies from subject to subject.
  • A summative assessment is made at the end of each term in Reading, Writing, and Mathematics.
  • Assessment data is reported annually to the Local Authority/DFE at the end of:
  • Reception (EYFS profile submission)
  • Year 1 (Phonics Screening Test)
  • Year 2 (Standard Assessment Tests)
  • Year 6 (Standard Assessment Tests)
  • In- school half-termly summative assessments are recorded using Assertive Mentoring trackers for each subject. These trackers set out all the objectives for each subject and teachers assess individual pupils’ progress and attainment in relation to these objectives. This enables teachers to have a comprehensive understanding of individual progress and allows them to identify and plug gaps in learning.
  • Assessment data for none-core subjects is recorded centrally on the school’s G2 Assessment Markbooks. These are updated at the end of each unit of work.
  • Whole school attainment and progress reports are shared with governors, senior management and staff on a termly basis to ensure that standards in pupil attainment and progress are monitored closely.
  • Assessment information, both academic and social, is transferred between professionals at each stage of the child’s schooling (between classes, key stages and schools). This ensures that children have the maximum opportunities to achieve.
  • Transition meetings are held between class teachers and with the high school at the end of year 6.
  • When children move schools, information is sent through the CTF (common transfer file).

Feedback to Pupils:

  • Marking and feedback is used to raise achievement, set targets and help pupils to improve. Marking and feedback should inform pupils about what specifically they have done well and the next steps to take. See the Marking Policy for detailed information.
  • We give children verbal feedback on their work whenever possible. We usually do this when the children are working during the lesson, although we sometimes give feedback on a particular lesson at the beginning of the next one.
  • We regularly allow time at the beginning of lessons for the children to absorb any comments written on their work, to answer any questions written on it by the teacher, and also to ask any questions of their own. There may also be improvements, next step challenges or corrections that they can work on during this time. We recognise the impact that feedback has on progress and development, believing that learning is maximised when children enter into a dialogue about their work.

Monitoring and Evaluation:

  • Staff meeting time is regularly utilised for assessment moderation to ensure that all teachers have a shared understanding of assessment practices.
  • Assessment moderation is also carried out by subject leaders with subject leaders of other schools in order to ensure consistency and against the standards materials.
  • The leadership team will ensure this policy is implemented consistently throughout the school using strategies such as discussion with teachers, pupils and parents/carers, sampling pupils’ books and reports, lesson observations, learning walks and sampling teachers’ planning.
  • Literacy and Maths subject leaders will carry out monitoring on a termly basis and will carry out assessment moderation, book scrutinies as part of this process.
  • Foundation Subject Leaders will look at assessment practices within their subject as part of their annual monitoring of their subject.
  • We ensure educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of individuals and groups of pupils. In this way we make judgements about how successful we are at promoting equality and use these evaluations to develop and improve provision and practice to ensure that every child is able to achieve their fullest potential.

S.E.N.D

Early identification of children with special educational needs is essential.  The school’s Inclusion Policy gives details of the procedures for identification, tracking and assessment.

Yearly Summative Assessment Cycle

 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Nursery
Reception
Year 1RWI
AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
RWI
AM reading
Writing
AM maths
RWI
Hertfordshire RA
Writing
AM maths
RWI
AM reading
Writing
AM maths
RWI
Hertfordshire RA
Writing
AM maths
RWI
Phonic Screening
AM reading
Hertfordshire RA
Writing
AM maths
Year 2RWI
AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
RWI
AM reading
Writing
AM maths
RWI
Hertfordshire RA
Writing
AM maths
RWI
AM reading
Writing
AM maths
RWI
Hertfordshire RA
SAT reading
SAT writing
SAT maths
RWI
Phonic Screening- resit
AM reading
Hertfordshire RA
Writing
AM maths
Year 3AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
AM reading
Hertfordshire RA
Writing
AM maths
Twinkl grammar
Year 4AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
AM reading
Hertfordshire RA
Writing
AM maths
Twinkl grammar
Year 5AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
AM reading
Hertfordshire RA
Writing
AM maths
Twinkl grammar
Year 6AM reading
Hertfordshire RA
Writing baseline & end task
AM maths baseline & end
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
Writing
AM maths
Twinkl grammar
AM reading
Writing
AM maths
Hertfordshire RA
SAT Writing
SAT reading
SAT Maths
SAT SPaG
AM reading
Hertfordshire RA
Writing
AM maths

This policy will be reviewed every two years or earlier if necessary.

September 2016

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Assessment Policy: September 2016 444.75 KB 0 downloads

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