Assessment in School
Children’s work is regularly assessed in school though marking, verbal feedback, assessment three times a year against Age Related Expectations (AREs) and more formal assessment at the end of each key stage. We believe this is important to track progress, to help us recognise and celebrate your child’s achievements, to set individual progress targets and to enable early identification of any particular areas where more focus, practice and support may be required. The outcomes of these assessments and individual targets are shared with you at Parents’ Evenings and in the end of year school report.
Further information can be found in our Assessment Policy.
Assessment of Early Years Foundation Stage (EYFS) children.
Currently children in EYFS are assessed against the Foundation Stage Profile and the 17 Early Learning Goals (ELG). Children are reported as ‘emerging’, ‘expected’ or ‘exceeding’ for each ELG and whether they have achieved a good level of development by the end of the year.
In September 2015 the government introduced a baseline assessment of all children entering Reception in order for them to improve how they measure the progress of children in primary schools. This will be used to assess the progress of children who enter reception year. The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of reception year. It will be linked to the learning and development requirements of the early years foundation stage (EYFS) and to the key stage 1 national curriculum in English and mathematics.
Phonics Screening Year 1.
In June all pupils in Year 1 sit a phonics screening check. This is a statutory requirement and gives an indication of children’s phonetic decoding skills. Pupils who do not achieve the required threshold at the end of year 1 repeat the check at the end of year 2.
Statutory Assessment at the end of Key stage 1 and 2 – Year 2 and Year 6.
Year 2 and Year 6 children will be assessed against the new end of Key Stage performance descriptors for the 2014 National Curriculum which will be published in the autumn of 2015. Children in year 2 and year 6 will continue to sit National Standardised Assessment Tests (SATS) in English and Maths. In year 2 the test papers/tasks will be used to inform teacher assessment. Year 6 pupils’ tests are externally marked. Writing for both year 2 and year 6 will continue to be teacher assessed. Teacher assessment is moderated against other schools within the Local Authority to ensure accuracy against national benchmarked criteria.
These assessments are national requirements and while giving very useful information about progress and achievement we recognise they offer a ‘snapshot’ of attainment and reflect one aspect of a child’s education and learning.
Ongoing teacher assessment in Years 1-6
Children in years 1-6 will be assessed against the new National Curriculum for reading, writing and mathematics. For each year group there is a set of Age Related Expectations (AREs) for a child to meet. As a school we assess each child three times a year against the AREs for reading, writing and mathematics. In order to make a judgment on the percentage of the AREs a child has met each term, we use a range of evidence – work in books, tests, mini assessments, observations and annotated planning. Over the year the percentage of AREs a pupil has met will be tracked on the School’s Information Management System (SIMs).
For all other national curriculum subjects the school follows the ‘Chris Quigley Essentials curriculum’ which measures progress in milestones based on standards in the new national curriculum programmes of study. Children’s progress is tracked against these milestones to inform lesson planning.
All parents and carers receive an Annual Report in the Summer Term informing them of their child’s progress over the year.
Age Related Expectations (AREs)
Children in years 1 to 6 will be assessed against AREs. These replace National Curriculum levels. AREs are a clear set of knowledge and skills or descriptors for each year group.
We will be using the following assessment model that has been developed by a South Gloucestershire Assessment Group consisting of Headteachers and Local Authority advisors:
- Assessment will use the language of emerging (E), developing (D) or secure (S) within the descriptors for a particular year group.
- A child is emerging (E) in their understanding of a programme of study if they have a good understanding of 16% to 49% of the descriptors in the programme of study for a particular year.
- A child is developing (D) their understanding of a programme of study if they have a good understanding and knowledge of 50%-84% of the descriptors in the programme of study for a particular year.
- A child is secure (S) in their understanding of a programme of study if they have a good understanding and knowledge of 85% of the descriptors in the programme of study for a particular year and up to 15% of the following year’s descriptors.
- A child is expected to make 3 points progress per year. This is good
A child is expected to secure the descriptors for their age; however some children in a may be working on the programme of study of a different year group as we must be sure that a child has all the knowledge and skills of a year group before moving onto those of the next year