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Nyewood CE

Junior School

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Slideshow

IMPACT

At Nyewood C of E Junior School we use assessment as a measure of our curriculum's impact on our pupils. This is a continuous process integral to teaching and learning. Assessment is how our teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment and increasing progress for every child.

 

Our principles and aims for assessment are: -

  • to provide information to support progression in learning through planning
  • to provide information for target setting for individuals, groups and cohorts
  • to share ‘next steps’ with children
  • to involve children with self and peer assessment
  • to raise standards of learning
  • to identify children for intervention
  • to inform parents/carers and other interested parties of children’s progress
  • to complete a critical self-evaluation of the school

 

Attainment and progress

 

         Assessment is used to measure both attainment and progress in our school.

 

Attainment

Refers to the standards a pupil has reached. This is a measure of relative performance against the average level of performance for a child of a similar age. Attainment is measured in relation to national average standards (Age Related Expectations).

 

Progress

 Is a relative measure that refers to how much progress a pupil has made from an initial starting point. It refers to the difference between where a pupil started from and where they have reached. Progress can be measured over different time frames - half termly, termly; over an academic year and the whole of Key Stage 2.

 

Types of assessment

At Nyewood C of E Junior School we use a combination of formative assessment and in – school summative assessment alongside National summative assessment.

 

Formative Assessment (Assessment for Learning)

Formative assessment is a powerful way of raising pupils’ achievement whatever their age ability or needs. It is based on the principle that pupils will improve most if they understand the objective of their learning, where they are in relation to this objective and how they can achieve the objective.  Assessment for learning are opportunities which are a natural part of teaching and learning They are constantly taking place in the classroom through questioning, reasoning, discussion and analysis/ marking of work. Assessment for Learning is based around the Learning Objectives and Success Criteria that are set for each lesson. It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn to help them improve. Formative assessment is used to assess knowledge, skills and understanding alongside identifying gaps in learning and misconceptions.

 

 

In school Summative Assessment - Assessment of Learning

In school Summative assessment (Assessment of Learning) is important for informing both parents/carers and teachers of a child’s attainment and progress.

 

  • Teachers measure pupils’ attainment termly using the appropriate programme of study and key concepts;
  • These judgements are moderated in both year groups and whole school/ cross phase moderation meetings;
  • Tests are used to validate progress and attainment at specific points in the year;
  • Assessment objectives and assessment outcomes will be shared with parents/carers to enable them to support their children’s learning;
  • The in school summative assessment outcomes are used by the school to demonstrate improvement over a long period of time.

 

Materials we use

  • Years 3, 4 and 5 complete termly reading, maths and EGPS tests which provide the children, parents and teachers with standardised scores to compare to national standards.
  • Termly phonics assessments (RWI)
  • End of project tests/ tasks
  • Weekly quizzes including knowledge organisers

 

 

Nationally standardised summative assessment

  • End of Key Stage 2 SAT’s and Year 4 multiplication tests will take place each Summer. The results are analysed to find gaps in learning within individuals and groups of children and provide end of key stage data against which the school will be judged.

 

How pupils are tracked

         Writing:

Every term all pupils’ attainment and progress in writing is inputted into Maestro (the School’s tracking system). This ensures that the assessments can be used responsibly by all adults required.

 

Maths, reading and EGPS:

Pupils complete termly tests (Years 3,4,5 complete tests while Year 6 complete practice SAT’s tests). These give the children a standardised scaled score and are used alongside teacher assessment to confirm pupils’ attainment. Tracking takes place from end of KS1 and the previous year’s scaled scores.

 

R.E:

Pupils are assessed after every unit of teaching using Diocese assessment tools.

 

Science and the Foundation subjects:

Pupils are assessed continuously and their attainment and progress are inputted into Maestro (the School’s tracking system) every term.

Every term all teachers and their partner Teaching Assistant have a Pupil Progress meeting with the Assessment Leader to discuss the progress of every child in their class and Maths group. If a child is identified as not making sufficient progress, then a number of measures may be put into place:

 

    • targeted support in class by class teacher/ Teaching Assistant;
    • intervention programme put in place (this may be 1:1 or a group intervention);
    • extra work at home;
    • letter sent home to let parents/carers know of concerns;
    • parents/carers invited to a meeting to discuss their child’s progress.

 

 

Reporting to Parents/carers

Parents/carers are kept up-to-date with their child’s progress and development. This is done through parent/carer consultations which take place twice a year and termly attainment and progress reports given out at the end of Autumn and Spring term parent consultation meetings and then at the end of the Summer term. Parents are also able to request a meeting with their child’s class teacher/ Year leader or

Inclusion Manager at any other point throughout the year.

 

Non-academic curriculum impact on pupils

We also monitor non-academic aspects within our curriculum;

  • The standard of behaviour
  • Self-esteem and self - confidence
  • Presentation in books and uniform
  • Resilience
  • Attendance and punctuality
  • Attitude towards our values, including equality and diversity

These link to our aims for all children.

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