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: -
Attainment and progress
Assessment is used to measure both attainment and progress in our school.
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).
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.
Materials we use
Nationally standardised summative assessment
How pupils are tracked
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.
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:
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;
These link to our aims for all children.