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Assessment

Teachers are highly skilled at meeting the needs of all pupils, through a combination of having high expectations, teaching lessons full of pace and challenge, and making outstanding use of assessment to give pupils consistently clear guidance on how well they have done and how they can improve their work.

  • There is a rigorous, whole school approach to record keeping that is followed by all staff to ensure continuity and progression in pupils’ learning.
  • Individual reading, writing, mathematics & science records are kept for each pupil in a specific format.
  • A work sampling policy operates in the school.
  • Annual records are written on each pupil at the end of each academic year and a copy is presented to parents/carers.
  • All records are available to Parent/Carers and should be referred to the Head Teacher.
  • Historical records are available to receiving teachers and to parents when requested through the Head Teacher.
  • When necessary, additional observational records are kept on pupils whose behaviour or achievement causes concern.

Changes to assessment

In 2014 the government introduced a new curriculum which had fresh content and ambitious expectations of learning. This has also led to changes in assessment. Levels( L1,2,3,4 and 5) have been removed and schools have been allowed to design an assessment system that fits with their curriculum. The rationale for the removal of lessons is:

  • Levels meant children raced through the curriculum moving on too quickly and only have a shallow understanding of concepts and ideas taught
  • Children were assessed to ‘best fit’, they may have missed out key concepts but still achieved their level
  • Levels on papers were taken as an average and might not reflect the child’s capabilities
  • International practice does not use levels but focuses on learning less concepts in a greater depth

 

How will we assess?

We are using ’Depth of learning‘ to assess your child’s learning. We assess their progress by reviewing the depth of their understanding. All learning is grouped into 3 milestones. Within each milestone the children are assessed at the level of understanding of a concept in the curriculum. This is at basic, advancing or deep. All children start at milestone at basic, They are acquiring new skills and need more support. Once they have demonstrated this level  of understanding multiple times they move to advancing stage. Some children may reach a deep level of thinking by the end of the milestone.

 

Year group Assessment Outcome
Reception

Early Learning Goals

Not changed

Expected Emerging Exceeded
Year 1 and year 2 Milestone 1 Basic Advancing Deep
Year 3 and Year 4 Milestone 2 Basic Advancing Deep
Year 5 and Year 6 Milestone 3 Basic Advancing Deep

All children will be expected to make good progress form their starting point:

 

End of EYFS Milestone 1 Milestone 2 Milestone
Emerging Basic 2 Advancing 1 Advancing 1
Expected Advancing 2 Advancing 2 Advancing 2
Exceeding Deep1/2 Deep 1/2 Deep1/2

These are assessed by formative assessment (through the learning they have done in class) an through more formal summative assessments (tests taken at the end of a learning point).

 

What are Statutory tests?

At different points in a child’s school life the school is required by the government to “test” children and report the information.

 

When What How

End of Reception

 

(End of Early Years)

Early Learning Goals Through observations throughout the year of the child’s learning

End of Year 1

(Re-check in year 2 for those not yet at expected standard)

Phonics Screening Check

Through 1:1 assessment of phonics with a teacher

(for 1 week in June)

End of Year 2

(End of KS1)

Maths test

Reading Test

NEW** Grammar, Spelling and punctuation test

Through small groups administered by teacher during May and June

(school decides when)

End of Year 6

(End of KS2)

Maths test—calculation paper,   reasoning paper, mental maths test

Reading test

Grammar, Punctuation and spelling test

In larger groups with known school adult

1 week in May

Queensbridge Assessment Policy