Teacher assessment is ongoing and made throughout your child’s time in school – we believe this to be the most important form of assessment as it helps the teacher to plan work for individual children and make judgements about their progress. In addition to teacher assessment, more formal summative assessments are made from time to time – such as baseline assessment when children join us and at certain points throughout the year in order to assess prior learning and alongside teacher assessment highlight next steps. At the end of Year 2 children are assessed by the teacher and their levels are reported to parents. At the end of Year 6 the children take the government Standard Assessment Tests or Tasks (SATs). Children in Y1 also take a phonics screening check.
Parents have the opportunity to meet with class teachers three times a year in order to discuss their child’s progress and next steps at Learning Meetings.
Additionally, parents are welcome to come in at other times if they have concerns, information, or feel they would like to discuss their child. It is advisable to ring or call in to arrange a mutually convenient time.
Below are the key principles that underpin the schools assessment policy.
Key Principles underpinning Assessment
These principles underpin our school’s Assessment policy on how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.
- It provides clear evidence of children’s progress across year groups;
- It provides accurate information on children’s progress and determine whether our assessment system is fit for purpose
We believe that:
- Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
- Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
- Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.