01274 414126 office@thorpe.bradford.sch.uk

 

 THORPE PRIMARY ASSESSMENT POLICY

National/Transitional

At key points throughout primary school, children are assessed against national expectations. These are:

  • End of EYFS
  • End of Year 1 (Phonics Screening)
  • End of KS1 (Year 2 SATs)
  • End of KS2 (Year 6 SATs)

Key Groups

All individuals and cohorts are tracked throughout the year and discussed at Pupil Progress Meetings. Focus groups for 2016-17 are:

  • Pupil Premium
  • SEN
  • More able
  • Boys (writing)
  • EYFS FSM and summer born

Method of Assessment

Assessment serves many purposes, but the main purpose of assessment in our school is to help teachers, parents and pupils plan their next steps in learning. On-going teacher assessment is central to pupils making good progress.

  • We use the outcomes of assessment to check and support our teaching standards and help us improve.
  • Through working with other schools and using external tests and assessments, we will compare our performance with that of other schools.
  • We assess pupils against learning objectives and success criteria, which are short, discrete, qualitative and concrete descriptions of what a pupil is expected to learn, know and be able to do.
  • Assessment criteria are derived from New National Curriculum 2014.
  • The achievement of each pupil is assessed against all the relevant criteria for a subject at the end of each half term.
  • Each pupil is assessed as being either ‘working towards’, ‘working towards +’, ‘achieved’, ‘achieved +, ‘mastery’ or ‘mastery +’ within their year group criteria.
  • For those pupils meeting the expected (achieved) standard, work will be provided at a more challenging level within the year group criteria to deepen and embed their understanding.
  • Assessment judgements are recorded and backed by a body of evidence created using observations, records of work and testing.
  • Assessment for Learning is used on a daily basis, along with observation and marking of pupils work to provide formative assessment judgements.
  • Summative assessment combines the formative judgements and half termly test results to produce a ‘working towards’, ‘working towards +’, ‘achieved’, ‘achieved +, ‘mastery’ or ‘mastery +’ grade for each child on a half termly basis.
  • Expected outcomes are for children to be at ‘working towards’ for their year group by the end of Autumn Term, ‘working towards +/achieved’ at the end of Spring term and ‘achieved/achieved +’ at the end of Summer Term.
  • End of year expectations are set for each year group, based on the National curriculum criteria.

Teachers use the assessment statements on Target Tracker to regularly update the children’s progress. All statements are taken directly from the new National Curriculum. The statements also include Key Performance Indicators which children must master before they can move on. The KPIs prevent gaps in learning from developing.

 

Formal and Statutory testing

  • EYFS end of year Reception year assessment is currently in place which indicates whether pupils have achieved a ‘good level of development’.
  • Pupils in Y1 are assessed at the end of the year in phonics.
  • Pupils in Y2 and Y6 undergo statutory end of year assessments in reading, SPAG and maths, along with teacher assessment in writing.
  • Results of statutory tests and teacher assessments are reported to parents, the LA, Governors and the DFE as required.

 

Assessment for Learning

  • Assessment for Learning is pivotal and underpins Thorpe’s approach to Teaching and Learning. Staff use Learning Objectives, success criteria, effective marking and feedback, and peer and self-assessment to engage pupils in their own learning journey and to inform them of their next steps.
  • Teachers and teaching assistants use a variety of questioning techniques including Bloom’s Taxonomy to question and deepen understanding of pupils in their classroom. In addition, teachers use other means by which to assess pupils for example: through partner or group work, talking partners, lolly sticks, observations, listening to pupil’s discussion, etc.

 

EYFS

Evidence is collected through observations and discussions and these are recorded on pupils’ individual learning journeys (currently Early Essence but possibly Target Tracker 2016/17). Photographic evidence and pupils quotations are also gathered. Along with written work, these form the basis of the on-going teacher assessments in line with National Expectations.

 

On entry to Reception, we will use our professional judgement to assess the age band children are working ‘within’ across the EYFS 17 areas of learning and will use Development Matters as a guide. Within 6 weeks of the child starting Reception, the children will be given a ‘baseline’ assessment.

Expected Standards for Early Years on entry are:

  • Reception
    • 40-60 months = In line with ARE (Age Related Expectations)
    • 30-50 months = Below ARE
    • Any other lower age band below = Significantly below ARE

Assessment Cycle for Nursery and Reception

  • Baseline
    • Within 6 weeks of the child’s start date

 

  • Progress
    • Autumn 2
    • Spring 1
    • Spring 2
    • Summer 1

 

  • Summative data
  • Reception to submit data Summer 2

 

Pupil Progress Meetings

Each term, each teacher will complete a Pupil Progress Meeting Pro-forma generated by Target Tracker. This will inform the discussion between the Class Teacher, Headteacher and Assistant Headteacher at the Pupil Progress Meeting. Progress and attainment is discussed about the class as a whole and about groups such as Pupil Premium and SEN. Discussions and results will be considered when allocating human resources (TAs) as well as deciding on intervention programmes and progress towards achieving Performance Management objectives.

 

Records and Record Keeping

  • All teachers use the Target Tracker data system to record formative and summative judgements in reading, writing, SPaG, science and maths.
  • Attainment in foundation subjects is collated at the end of each academic year.
  • This system is used to review pupils’ progress, set appropriate targets for the future and to form the basis of reports to parents.
  • Formative Assessment occurs daily and weekly and is recorded on Target Tracker individually for all pupils. This is then used alongside half termly tests and teacher judgement to provide a summative assessment for each pupil every half term.
  • Other forms of record keeping are used by teachers: planning, children’s work, teachers’ observations and notes/evaluations on planning.

 

Moderation

  • Regular moderation of writing takes place within the school at staff and Key Stage meetings.
  • Opportunities are provided to complete cluster moderation.
  • The school is subject to external moderation for EYFS, KS1 and KS2 as appropriate.

 

Targets and Target Setting

  • As a result of end of year data analysis, targets are set for all classes and cohorts for the end of the year in reading, writing, maths and combined. These are fed into the SIP, subject action plans and performance management objectives.
  • Targets for Y1 phonics, Y2 and Y6 reading, writing, maths and SPAG are set in the Autumn term and are reviewed regularly.
  • Children are set regular individual targets for writing and maths. These are reviewed and updated regularly to ensure good progress.

 

Roles and Responsibilities

Responsibility for assessment lies with the class teachers, although overall responsibility lies with the Headteacher, in conjunction with the Assistant Headteacher/assessment coordinator, and the leadership team which is overseen by the Governing Body.

  • The Governing Body monitor the school’s progress data with support from the Headteacher.
  • The Headteacher and assessment coordinator moderate assessments and provide data analysis reports to staff and Governors. They hold teachers to account for pupil progress using pupil progress meetings and performance management to address under performance and set targets.
  • Subject Leaders, particularly English and Maths, monitor and moderate assessments within their curriculum area. They source methods and materials for assessment and where appropriate provide support and guidance to other members of staff.
  • Teachers regularly assess pupils and provide feedback. They adapt planning in line with assessments to ensure good progress for all. They provide assessment information for pupils and parents as well as SLT. They will update Target Tracker regularly, and complete Pupil Progress Data which will be in preparation of Pupil Progress Meetings.
  • Teaching Assistants provide feedback to teachers on the progress and attainment of pupils they work with.
  • Parents and Carers support children at home with homework.
  • Pupils complete work to the highest standards in order to make good progress in school.

 

Communication with Parents

Children’s attainment and progress will be discussed at Parent Consultation Evenings which take place during the school year. Teachers are also available for informal consultation, if parents wish to discuss their child’s learning at other points. End of year reports will comment on children’s attainment and progress and key assessment data will be included in these reports.

 

Marking & Feedback

 

See T:      Policies     Marking Policy May 2016

 

This policy will be monitored through further consultation of staff, book scrutiny and through the planned reviews.

 

Children’s workbooks will be monitored by the SLT and subject leaders, with written and verbal feedback given to individual members of staff.

 

Where appropriate, subject leaders will highlight good practice and areas for development, in a summary document, for all staff to consider and discuss. Subject leaders will monitor subject specific marking as part of their monitoring role.

 

 

The school’s assessment policy will be reviewed every three years.

 

Policy revised in October 2016