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Southfields Primary School

Southfields Primary School

Assessment

Southfields Primary School

Assessment Policy

Contents

1.     Aims .........................................................................................................................,

2.     Principles of Assessment ..........................................................................................

3.     Assessment Approaches ...........................................................................................

4.     Collecting and using data ..........................................................................................

5.     Reporting to parents .................................................................................................

6.     Inclusion and Additional Support ..............................................................................

7.     Training ......................................................................................................................

8.     Responsibilities .........................................................................................................

9.     Monitoring ................................................................................................................

10.  Links to other policies ...............................................................................................

11.  GDPR……………………………………………………………………………………..

 

 

 

1. Aims

This policy aims to:

·       Provide clear guidance on our approach to formative and summative assessment.

·       Establish a clear and consistent approach to recording summative assessment outcomes and reporting these outcomes to parents.

·       Clearly set out how and when assessment practice will be monitored and evaluated.

2. Principles of Assessment

At Southfields Primary school we believe that assessment, including target setting, recording and reporting, are an important part of a continuous educational journey and form the key elements in the delivery, planning and on-going evaluation of an effective curriculum that is relevant to all pupils. Children have an entitlement to an effective assessment process that accurately identifies and tracks progress whilst also highlighting individual strengths and areas for improvement of each pupil, which should be used to inform future planning and to monitor each individual pupil’s progress. It is used most effectively to provide formative and diagnostic information to staff, parents and children.

 

We as a school feel it is essential to be aware of pupil’s individual gaps in learning. This information can then be used to form the basis of support, therapies and interventions, in order to escalate progress and bring children more in line with Age Related Expectations.

 

Aims and Objectives:

 

Our aim is to ensure we are meeting the target set in the OFSTED 2017 report:

·       Accelerate all pupils’ progress, including that of the most able, pupils who have special educational needs and/or disabilities and disadvantaged pupils, by:

o   Improving teachers’ use of assessment information to identify accurately appropriate next steps in the learning of pupils (OFSTED 2017)

o   Further raising the expectations of staff about what pupils should be achieving, most notably in mathematics and English (OFSTED 2017)

o   providing pupils with more opportunities to develop their writing skills for different purposes across the wider curriculum

o   ensuring that teaching supports pupils over time to have the confidence and skills to undertake more challenging questions and tasks independently.

The further aims and objectives of assessment in our school are:

·                      To enable children to demonstrate what they know, understand and can apply.

·                      To guide children to understand their next steps in learning, in order to improve.

·                      To enable teachers can identify children’s strengths, progress and needs.

·                      To allows teachers to plan according to the needs and abilities of individual and groups of pupils.

·                      To ensure that accurate records of individual children’s progress are kept. Such records should help the teacher ensure continuity and progression for each child’s learning.

·                      To ensure adequate coverage of the National Curriculum. Assessment provides a record of the work covered or areas for development.

·                      To aid individual teachers and subject coordinators to evaluate teaching and learning through-out the school. Pupils’ performance may reflect the appropriateness of the teaching methodology used.

·                      To provide information that will inform discussion with pupils and parents about their child’s learning and progress, in order for them to work in partnership with the school to support their child’s learning.

·                      To create a smooth transition from one class to another, providing the new teacher with a clear picture of the stage children are at in their learning.

·                      To ensure all stakeholders can monitor the attainment and progress of all, including vulnerable groups of learners and use evidence based on national research to support narrowing gaps. (PP/FSM/EAL/Gender/SEND)

·                      Keep the leadership team and governors fully informed, allowing them to make judgements about the effectiveness of the school.

·                      To fulfil statutory requirement and ensure continuity within the school and nationally.

 

3. Assessment Approaches

Within school, both formative and summative types of assessment are used.

 

There are 3 main forms of assessment, each with its own purpose:

1.     Day-to-day formative assessment – this is used by teaching staff to inform teaching on a daily basis

2.     In-school summative assessment – to understand pupils’ performance at the end of a period of teaching.

3.     National statutory summative assessment – to understand pupil performance in relation to national expectations and comparisons.

 

Formative Assessment

Formative assessment is ongoing assessment carried out by teachers, both formally and informally, during day-to-day lessons.

For further and specific detail on the formative assessment tools used for each year, please see Appendix A.

 

In-School Summative Assessment

Summative assessment gives a snapshot test that establishes what a child can do at that time. The core subjects (English, Mathematics and Science) are formally assessed, in each year group, at the end of each half term to track pupils’ attainment against their Age Related Expectations (ARE), as well as to track each individual child’s progress.

 

There is a planned assessment period at the end of each half term where teachers use Target Tracker, as well as other assessment methods collected through the half term, to make judgements about attainment, and this is collected by the Senior leadership team, Phase leaders and subject leaders and reported to Governors with action plans for the following term.

 

These termly assessments form the basis of Pupil Progress Meetings to put actions in place to ensure high standards are being expected of each child and optimum progress for all groups and individuals is being made.

 

At the end of the year, teachers in Years 1, 3, 4 and 5, assess using ‘teacher judgement’ based on work carried out over the course of the year, linked to Target Tracker statements and KPI (Key performance indicators) from the National curriculum, as well as through use of professionally produced written assessments.

(For further and specific detail on the summative assessment tool used for each year, please see Appendix B).

 

Statutory Summative Assessments

At the end of year 2 and year 6, statutory tests are completed in Reading, GPS (Grammar, Punctuation and Spelling) and Mathematics, and a teacher assessment is submitted for Writing.  (A sample of schools are selected, by the Local Authority (LA), to undergo moderation of teacher assessments in writing).

 

Attainment in Science is teacher assessed in both KS1 and KS2.  (A selection of schools are chosen to administer the Science SATs test in KS2).

 

In addition, Year 1 have a phonics screening assessment. Children who do not meet the required standard re-sit this in Year 2.

 

The Early Years Foundation Stage (EYFS)

 

Through-out the foundation stage, as part of the learning and teaching process, practitioners assess each child’s development in relation to the Development Matters and Early Learning Goals (ELG) criteria that form part of the Early Years Curriculum. These assessments are made on the basis of the practitioner’s accumulating observations and knowledge of the whole child.  This in line with new Statutory guidance DFE January 2018.

 

The Early Years Curriculum sets out seven areas of learning covering children’s physical, intellectual, emotional and social development. Items are BOLD are the Prime Areas. All of these areas of learning are included in the EYFS Profile.

 

·       Personal, social and emotional development

·       Communication and language

·       Mathematics

·       Literacy

·       Understanding the world

·       Physical development

·       Expressive Arts & Design

 

Teachers also make observations and judgements about whether children are exhibiting the characteristics of effective learning, with some input from parents. These are the ways in which children learn and are as follows:

Playing and exploring – engagement

§  Finding out and exploring

§  Playing with what they know

§  Being willing to ‘have a go’

Active learning – motivation

§  Being involved and concentrating

§  Keeping trying

§  Enjoying achieving what they set out to do

Creating and thinking critically – thinking

§  Having their own ideas

§  Making links

§  Choosing ways to do things

 

As in Key Stage 1 and 2, progress and attainment are tracked throughout Early Years. A baseline assessment is completed within the first half term. Subsequent progress and attainment will be measured against learning outcomes each half term.  At the end of Reception, children are assessed against a separate set of criteria called Early Learning Goals. If a child has met the criteria in all prime areas as well as Literacy and Maths, they have a ‘Good Level of Development’ or GLD.

 

4. Collecting and using data

When dealing with data, it is important to understand the difference between the two measures of assessment: attainment and progress. These two measures will be considered separately.

 

Attainment

Three years ago, the Curriculum was revised nationally. ‘Levels’ are no longer used. Instead, Age Related Expectations (ARE) are assessed using ‘Year Bands’.

 

In years 1-6, the band relates to the year group the child is in. e.g. Year 1 is Band 1, Year 2- Band 2, Year 3- Band 3, Year 4- Band 4, Year 5- Band 5 and Year 6- Band 6.

(Because all children are individual, develop at different rates and have different needs, they will work in the band which is appropriate to them).

EYFS work within the month band relating to the age of the children. This is 40-60 months.

 

Each band is approximately 3 terms of learning which is denoted by the steps:

 

1.     ‘B’, Beginning,              2. ‘W’, Working Within                       3. ‘S’, Secure.

Each year band is divided into six smaller steps, to denote the 6 half terms, by the use of a ‘plus’, +

       
 
   

‘Secure in the band

Summer 1       Summer 2

S                            S+

 

 

 

 

 

 

 

This is what this looks like for each year group:

Year

Autumn

Spring

Summer

 

Aut 1

Aut 2

Spr 1

Spr 2

Sum 1

Sum 2

EYFS

40-60b

40-60b+

40-60w

40-60w+

40-60s

ELG

1

1B

1B+

1W

1W+

1S

1S+

2

2B

2B+

2W

2W+

2S

2S+

3

3B

3B+

3W

3W+

3S

3S+

4

4B

4B+

4W

4W+

4S

4S+

5

5B

5B+

5W

5W+

5S

5S+

6

6B

6B+

6W

6W+

6S

6S+

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teachers will always use the notion of ‘best fit’ when assigning a band.

Expected EOY National Curriculum Levels for each year group

Year Group

Significantly

Below National Expectations

Just Below National Expectations

Meeting National Expectations

Exceeding National Expectations

EYFS

40-60w/emerging or below

40-60s /emerging

ELG

Exceeding ELG

1

Band 1b or below

Band 1b+/1w

Band 1w+/1s

Band 1s+

2

Band 2b or below

Band 2b+/2w

Band 2w+/2s

Band 2s+

3

Band 3b or below

Band 3b+/3w

Band 3w+/3s

Band 3s+

4

Band 4b or below

Band 4b+/4w

Band 4w+/4s

Band 4s+

5

Band 5b or below

Band 5b+/5w

Band 5w+/5s

Band 5s+

6

Band 6b or below

Band 6b+/6w

Band 6w+/6s

Band 6s+

           

 

 

 

 

 

 

 

 

 

 

 

 

 

Children should not move into the work of other year groups but master their own year group by broadening and deepening to further develop their understanding

Progress:

Six steps of progress across the age bands is considered good progress over the year, therefore each ‘average’ performing child is expected to make six steps of progress each year, or one per half term.

Where pupils are below expected ARE levels, we expect some pupils to make escalated progress (more than 6 steps), in order to to ‘narrow’ the attainment gap to become more in line with Age Related Expectations.

There may be speed of progress exceptions for those with exceptional needs, e.g. pupils with an Educational Healthcare Plan (EHCP), as they may be unable to progress at the same rate as others.  In these instances, we show progress with subject specific statements from Target Tracker and KPIs from the National Curriculum, teacher assessments, book scrutiny as well as SEND impact reports.

 

Each child is set their own individual target in Mathematics and English, depending on their ability and calculated progress – considering historical information as well as teacher assessment and school targets set for ARE and GD.

 

The phase leaders, year leaders and assessment coordinator with class teachers discuss each individual child’s progress termly and set challenging yet realistic targets for each child for the following term. The Senior leadership and Headteacher have termly meetings where pupil progress is discussed, reported, planned and this is reported to the performance committee of the Governing body termly. 

 

Teachers discuss individual children’s progress, especially those who are not making the expected progress. Each term, all children’s progress is monitored to ensure they are on track to meet their target. If there are any children who don’t seem to be on track, interventions and further provision is then discussed with the Subject Leaders/Phase leaders and Headteacher this is monitored by the Governors termly and reported to the full governing body

 

In addition to this, the school SENCO (Special Educational Needs Co-ordinator), Pupil Premium Leader and EAL leader will ensure every child gets the best possible chance to achieve their best.

 

Formative Assessment

Formative assessment (day to day ongoing assessment as part of the repertoire of teaching strategies, based on how well children fulfil learning intentions, providing feedback and involving children in improving their learning.)

 

RECORD KEEPING

Teachers are accountable to keep the Class profile (providing contextual data of the children in their class, as well as attainment and progress in the core areas), target setting and tracking assessments up-to-date.

 

§  Tracking – a record of each child’s termly achievements will be kept in the core subjects (English, Maths and Science as well as all other subjects taught using Target Tracker, assessment information from summative assessments tests as well as evidence in books and lessons and these are evidenced in statements and KPI’s levelled using the Year level indicators.

§  Target Setting – children will be set end of year targets at the end of each year in the core subjects. Individual targets will also be set and recorded.

§  Groups will be set targets and the teacher will monitor this for trends

§  Reading and spelling (Word level ARE) and Mathematics weekly ongoing and termly checks

§  SEND files evidencing impact

§  Pupil premium plans

§  Attendance/welfare or behaviour plans as agreed with Welfare leader

 

 

5. Reporting to parents

§  Each teacher provides a termly update, on the school’s website, that identifies the main topics for study for each year group. This allows parents to provide support in the relevant topics for that term.

§  Parents have three opportunities for consultation with the class teacher:

-   In the Autumn Term, class teachers will meet with parents to establish a healthy working partnership between parents and themselves; inform parents of expectations and procedures for the coming year; share any additional documents with parents such as IEPs, PP plans and Welfare plans; and in this meeting, additional information will be given to parents to guide their help at home.

-   During the Spring Term, meetings will be held to inform parents about their child’s progress so far and to inform parents how they can help their child achieve the end of year targets that have been set.

-   At the end of the academic school year, during the Summer Term, annual school reports will be given to parents, highlighting their child’s end of year attainment, progress and personal accomplishments. Parents will be invited in to discuss the report with the class teacher at an ‘open parents evening’ if they wish to do so.

§  Where an issue has been identified with a pupil’s progress, parents will be invited in half termly ‘Structured Conversation’ as part of narrowing the gap. This is a half hour conversation where the parents set targets for the child in discussion with the class teacher and also the teacher sets out what they are going to do to help and what the parents can also do. 

§  Other meetings with parents during the year, made by appointment, may be necessary to outline problems and seek solution to them, this could include SEND, welfare and can be more regular if teachers feel that pupils are preventing their own or others progress. 

§  As a school we operate a general Open Door Policy as much as possible and will meet with parents as soon as we can to resolve any questions parents may have.

§  Parents of year 2 and year 6 children are invited to a meeting in the Spring Term to inform them how the ‘End of Key Stage’ statutory assessment will be carried out and provide advice on how they can best support their child.

§  Results from statutory assessments are shared with parents individually and we publish our results on the school website outlining comparative tables showing the school’s performance in tests in relation to national average results.

Result feedback carried out for:

-   Year 1 phonics results – Passed or failed

-   Year 2 phonics retake results – Passes or failed

-   Year 2 statutory test results – Below, Foundation, Towards, At or Greater Standard.

-   Year 6 statutory test results – Has not met standard, Expected Standard and Higher Standard

 

6. Inclusion and Additional Support

The principles of this assessment policy apply to all pupils, including those with special educational needs or disabilities.

Assessment will be used diagnostically to contribute to the early and accurate identification of pupils’ special educational needs and any requirements for support and intervention.

We will use meaningful ways of measuring all aspects of progress, including communication, social skills, physical development, resilience and independence. We will have the same high expectations of all pupils. However, this should account for the amount of effort the pupil puts in as well as the outcomes achieved.

For pupils working below the national expected level of attainment, our assessment arrangements will consider progress relative to pupil starting points, and take this into account alongside the nature of pupils’ learning difficulties. 

Special Educational Needs and Disabilities

Teachers will look closely at their own class outcomes and use these to make provisions for future teaching and learning. Children who are performing ‘well below’ Age Related Expectations will be targeted for further support. Any child who is consistently under-performing will be brought to the attention of the SENCO (Special Educational Needs Coordinator) and either put forward as a concern, or placed directly on the SEN register so that an Individual Education Plan (IEP) can be put into place to provide support for the child. The SENCO will then, in conjunction with the class teacher, monitor the progress of any children who are placed on the register. Conducting regular assessments will enable early identification of children who are experiencing problems with the view of putting intervention into place as quickly as possible. These interventions are reported on through impact reports using the school system of ‘Report Writer’.  These are discussed with parents during a parent consultation meeting and parents can also access IEPs online, using a unique and secure password.   

 

English as an Additional Language

All children will have access to the curriculum and assessment procedures. Teachers will adapt assessment procedures accordingly for children who have EAL. No child should be prejudiced from showing his/her true ability. Children who need additional support to carry out tests (other than English) should receive reading support from an adult when assessments are being carried out.

 

Other Vulnerable groups

In addition to this, we use individual Pupil Premium plans, to outline additional support provided to children who trigger the pupil premium funding, as well as to account for spending to raise standards. These are also shared with parents.

Furthermore, through the welfare team, behaviour and attendance plans are completed to ensure needs of the ‘complete’ child are being met, thus impacting upon improving standards and progress.

 

7. Training

Continued Professional Development will focus on improving the standards and quality of teaching and learning.

CPD planning will be based on:

§  The needs of the school, as identified through self-evaluation

§  Issues identified through monitoring and observations

§  National and local priorities

§  Performance management

§  Staff feedback

All CPD opportunities must:

§  Meet identified individual, school or national development priorities

§  Be based on good practice with regards to teaching and learning

 

8. Responsibilities

8.1 Governors

Governors are responsible for:

§  Being familiar with statutory assessment systems as well as how the school’s own system of non-statutory assessment captures the attainment and progress of all pupils

§  Holding school leaders to account for improving pupil and staff performance by rigorously analysing assessment data

 

8.2 Headteacher and Deputy headteacher

The headteacher and deputy headteacher are responsible for:

§  The overall management of the above system and ensuring that all individuals concerned are fulfilling their agreed responsibilities

§  Reporting to governors on all key aspects of pupil progress and attainment, including current standards and trends over previous years

 

8.3 Raising Standards Leader (RSL)

The Raising Standards Leader, along with the Headteacher, is responsible for:

§  Developing school assessment arrangements

§  Monitoring the assessment procedures

§  Monitoring the assessment files, in conjunction with subject coordinators

§  Organising a programme of meetings to ensure continuity and progression across the school

§  Ensuring that end of year targets are set for every child in the core subjects

§  Ensuring that end Key Stage targets are set and monitored

§  Being the contact person for the LA and school inspectors regarding assessment arrangements

 

8.4 Core Curriculum Subject Co-ordinators

Core Curriculum subject coordinators are responsible for:

§  Maintaining their subject impact reports and update their action plan termly, as well as outline the next terms monitoring and key areas to develop

§  Leading whole staff meetings, run INSET in their subject areas

§  Maintaining consistency between assessment in EYFS, Key Stages 1 and 2 - Tracking rigorously and ensuring previous historical data is taken into consideration

§  Developing, with the RSL, record keeping for their subject area

§  Monitoring lessons, planning and books on a regular basis

§  Working alongside the CPD co-ordinator to inform what both the school and individual teachers need to do next to improve their own subject area

§  Writing an end of term subject leader report which highlights progress in each class and areas for improvement the next term

 

8.5 Class Teachers

Class Teachers are responsible for:

§  Planning assessment activities

§  Using the information they have gleaned from assessments to inform their future planning so that the work planned for all children is relevant to their ability level

§  Following the agreed assessment and marking policy and guidance

§  Teacher assess each child effectively and accurately according to the pupil’s ability.

 

Evaluation and Quality Assurance

The assessment policy outlined above will realise its stated aims if:

a.      Staff understand what is expected of them and carry out their responsibilities

b.     Staff new to the school and NQT’s discuss this document and its implications

c.      The process of assessment has a direct impact on teacher’s planning

d.     The process helps to raise the level of achievement of children

e.     The results achieved on statutory tests are broadly in line with end of stage teacher assessments

 

9. Monitoring

This policy will be reviewed regularly by the Headteacher, Deputy headteacher and Raising Standards Leader. At every review, the policy will be share with the school staff and governing board.

 

All teaching staff are expected to read and follow this policy. Leaders are responsible for ensuring the policy is being followed and will monitor the effectiveness of assessment practices across the school through: moderation, lesson observations, collaborative planning and teaching, book scrutinies and pupil progress meetings.

 

10. Links to other policies

Other documents relevant to the assessment process

a.      Marking policy and guidance

b.     Yearly Assessment Cycle 2017-19

c.      Teaching and Learning Policy

d.     Pupil Premium policy

e.     SEND policy

f.       Welfare guidance document including behaviour and attendance policy 

11. GDPR

 

Southfields Primary school adheres to the GDPR Principles - data is collected with these principles in mind:

•    Lawfulness, fairness and transparency – as with Data Protection

•    Purpose limitation – only collect for specific purposes and then don’t use it for other purposes

•    Data minimisation – only collect the data you need for the purpose you are using it

•    Accuracy – as now, keep it up to date!

•    Storage limitation – don’t keep it for longer than you need to fulfil the purpose

•    Integrity and confidentiality – keep it safe and secure e.g. encrypted if on a laptop or mobile phone.

•    Accountability – you must be able to prove you have complied with the above.

 

 

Data Protection is about avoiding harm to individuals by misusing or mismanaging their personal data.

So if you collect, use, or store personal data then the Data Protection Act applies to you. It sets out eight principles you have to adhere to, which include:

•    Only collect information for specific purposes and don’t then use it for other purposes

•    Only collect what you need for the specific purpose

•    Keep it accurate and up to date; and safe and secure

•    Process information lawfully and allow subject access in line with the Act.

It is the General Data Protection Regulation, which supersedes the Data Protection Act on 25th May 2018.  The key changes from the current law are to strengthen rights of individuals and place more obligations on organisations in looking after personal data.

In order to comply with the new law:

•    You must have a legitimate reason for processing data – this will cover much processing we undertake (see later slide)

•    Consent must be freely and unambiguously given and can be just as easily withdrawn

•    Data Processing activities must start with “privacy by design and default”.

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