Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education. Article 29 (Goals of education): Children s education should develop each child s personality, talents and abilities to the fullest. Please note: this rationale is to be read in conjunction with the Thameside Assessment Policy. The underpinning principles of assessment are clearly stated the assessment policy. The overriding principle of good assessment is: Assessment (summative* and formative*) supports good teaching and learning Why assess? (*See appendix 1 for definitions) Assessment of pupil s knowledge, skills and understanding ensures that teachers know exactly what children can do and therefore what they need to be taught next. At this school summative assessment takes place at 6 points during the academic year. The purpose of this is to identify children at risk of underachievement. How do we assess? Children are assessed against the EYFS curriculum on entry to the Foundation Stage Children who join the school at other starting points are assessed on entry (see next bullet point) Baseline assessment gives practitioners the best start with getting to know the children and it gives the school the best starting point from which to demonstrate progress Teachers use a range of assessment techniques including marking, testing, questioning and pupil interviews to inform their judgement to support good teaching These judgements are recorded onto an electronic assessment tool (Target Tracker) This ongoing information is used to build a clear picture of each child s progress to support good learning Children will be assessed against the curriculum band for their year (eg Year 3 = Band 3) How is assessment reported? The following terms will be used when reporting assessment to parents, governors and external parties. - emerging (below age related expectations) - expected (at age related expectations) - exceeding (above age related expectations) PLEASE NOTE: Pupils at all bands are required to have a mastery of the learning before moving on; ie a deeper understanding through problem solving, questioning and deep thinking Governors and external parties will receive reports of the percentage of pupils who are emerging, expected and exceeding in each year group. This will include an analysis of groups eg, SEND (Special Educational Needs and Disabilities) and PPG (pupils in receipt of Pupil Premium Grant) Assessment at Thameside Primary School Page 1 of 6

What is good progress? A child who is at the expected standard has made good progress if they gain the knowledge, skills and understanding expected of them each year, as defined in the national curriculum. A child will move into the next year group with the same skill sets, that is: emerging, reaching or exceeding those expected for their age, indicating that they are working below average expectations, at average expectations, or above average expectations when they move into the next year group and into the next Curriculum Band. For example, a Year 4 child with emerging skills in Band 4 enters Year 5 emerging in Band 5 as they begin to access the Year 5 curriculum. At this school we aim to increase the percentage of pupils who are exceeding whilst reducing the percentage of pupils who are emerging thus closing gaps in attainment and progress. This will demonstrate securely good progress over time. The school will demonstrate outstanding progress when substantial proportions of pupils close the gap. Appendix 1 Formative assessment helps pupils identify their strengths and weaknesses and target areas for improvement Is ongoing (day to day) Marking Questioning Observations Feedback Summative assessment shows where pupils are at a particular point in time Hot and cold tasks End of year or topic tests Pupil progress meetings SEND reviews National assessments at the end of Foundation Stage, Key Stage 1 and Key Stage 2 Further reading Thameside assessment policy Thameside marking and feedback policy NAHT principles of assessment Final report of the Commission on Assessment without Levels Government response: Commission on Assessment without Levels Sept 2015 H Wallace/ S Greenaway Sept 2016 Assessment at Thameside Primary School Page 2 of 6

ASSESSMENT POLICY We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education. Article 29 (Goals of education): Children s education should develop each child s personality, talents and abilities to the fullest. Last reviewed January 2017 Review date January 2019 Underpinning principles for assessment (Taken from the 2014 NAHT Commission on Assessment): 1. Assessment is at the heart of teaching and learning. a. Assessment provides evidence to guide teaching and learning. b. Assessment provides the opportunity for students to demonstrate and review their progress. 2. Assessment is fair. a. Assessment is inclusive of all abilities. b. Assessment is free from bias towards factors that are not relevant to what the assessment intends to address. 3. Assessment is honest. a. Assessment outcomes are used in ways that minimise undesirable effects. b. Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning. c. Assessment judgments are moderated by experienced professionals to ensure their accuracy. 4. Assessment is ambitious. a. Assessment places achievement in context against nationally standardised criteria and expected standards. b. Assessment embodies, through objective criteria, a pathway of progress and development for every child. c. Assessment objectives set high expectations for learners. 5. Assessment is appropriate. a. The purpose of any assessment process should be clearly stated. b. Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information). c. Assessment should draw on a wide range of evidence to provide a complete picture of student achievement. d. Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning. 6. Assessment is consistent. a. Judgements are formed according to common principles. b. The results are readily understandable by third parties. c. A school s results are capable of comparison with other schools, both locally and nationally. 7. Assessment outcomes provide meaningful and understandable information for: a. pupils in developing their learning; b. parents in supporting children with their learning; c. teachers in planning teaching and learning. Assessment must provide information that justifies the time spent; d. school leaders and governors in planning and allocating resources; and e. government and agents of government. Assessment at Thameside Primary School Page 3 of 6

8. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved. 1. Aims and objectives Assessment at Thameside Primary School should: Recognize and celebrate the whole range of children's achievements and experiences. Ensure a clear connection between assessment, target setting and learning & teaching. Ensure a shared understanding by pupils and teachers of the purpose of assessment. Develop the skills needed for pupils to become reflective learners (e.g. Self and peer assessment). Have an effective and manageable system for collecting, recording, analyzing and disseminating data. Inform school self evaluation (SEF) and the School Development Plan (SDP) through data analysis to identify trends, target groups and priorities. Fulfill statutory requirements. Raise standards. Overall the purpose of assessment is to improve standards, not merely to measure them (Ofsted 1998). The quality of assessment has a significant impact on attitudes to learning and on attainment in schools by stimulating and challenging pupils to work hard and by encouraging teachers to focus on how to improve the learning of individual pupils (Ofsted 2003). 2. Definition of Assessment Assessment is a term which encompasses a wide range of activities, formal and informal, summative and formative. Summative Assessment (e.g. external and internal tests) has traditionally tended to dominate teaching and assessment and has a place in providing a summary of achievement. However there is research evidence to suggest that Formative Assessment or Assessment for Learning (AfL) has an impact on motivation and attainment. Assessment for Learning is the process of seeking and interpreting evidence for use by pupils and their teachers to decide where the pupils are in their learning, where they need to go next and how best to get there. Examples of Assessment for Learning activities are self and peer marking and the generating and sharing of lesson objectives and success criteria. See Marking & Feedback Policy for how Assessment for Learning relates to marking and feedback. 3. Statutory Requirements 3.1 A record must be kept of each pupil s academic achievements, progress and other skills which must be updated at least annually. The curricular record must include the results of statutory tests in the final years of KS1 and KS2. 3.2 When a child moves to a new school his / her records must be forwarded to the new school within 15 working days. 3.3 A written report containing an assessment of each pupil must be sent to his/her parent/carer at least once per academic year. Additional information is included at the end of each Key stage. Assessment at Thameside Primary School Page 4 of 6

For a full list of requirements, see Assessment and Reporting Arrangements for KS1 and KS2 (published annually by QCA) and The Education (Pupil Information) (England) regulations 2005. 4. Assessment during the EYFS 4.1 Ongoing assessment is an integral part of the learning and development process. We ensure that teachers and support assistants working in the Foundation Stage are observing children and responding appropriately to help them make progress towards the early learning goals. Assessments are based on observation of what children are doing in their day-to-day activities in a wide variety of contexts. 4.2 Teachers make: Systematic observations and assessments of each child's achievements, interests and learning styles; Use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child; Match their observations to the expectations of the early learning goals. 4.3 At the end of the EYFS, each child s development and learning achievements are summed up in the Early Years / Foundation Stage Profile. Assessment is based on ongoing observation and assessments in 17 early learning goal (ELGS) descriptors which are split into seven key areas of learning: Prime Areas Personal, Emotional and Social Development Communication and Language Physical Development Specific Areas Understanding the world Literacy Numeracy Expressive Art and Design Judgements against these scales, which are set out in section 1 of the Statutory Framework for the Early Years Foundation Stage, are made from observation of consistent and independent behaviour through children's self-initiated and other activities. Children will be assessed as: Emerging - describes a child who is working towards the Early Learning Goal. Expected - describes a child who is working within the Early Learning Goal. Exceeding -describes a child who is working beyond the Early Learning Goal. Teachers will also report on The Characteristics of Effective Learning which will support Year 1 staff in designing an appropriate curriculum for the children moving up. 5. Summative Assessment during KS1 and KS2 5.1 Summative assessments of attainment are made at various points during the year. In KS1 and KS2, children are assessed in Reading, Writing and Mathematics each short term i.e. six times a year. Children are assessed in Foundation stage subjects in the middle of the autumn, spring and summer terms i.e. three times a year. 5.2 Summative assessment data for all subjects is collected and stored on a tracking database. The database is maintained by the Assessment Leader and is available to the SLT and teachers through the Assessment at Thameside Primary School Page 5 of 6

school s network and / or VLE. 5.3 At the end of each year teachers make judgments about attainment in every subject and these assessments are recorded and reported to pupils and parents. See Mathematics and English policies for a detailed description of assessment in these subjects. 6. Formative Assessment / Assessment for Learning during KS1 and KS2 6.1 Teachers use formative assessment techniques to continually assess children s progress in order to set targets, to inform planning and teaching and to challenge and support. These techniques include informal observations, talking with individuals and groups, marking and feedback (pupil led, teacher led and shared) and the sharing of lesson goals and success criteria. 6.2 In KS1, pupils unaided work is given a band (e.g. 2 secure) to assist with end of Keystage assessment. KS2 teachers similarly band all unaided writing and also assign a band to a child at the end of a unit of work in maths (recorded on Target Tracker at each assessment point). 6.3 Children are expected to take increasing responsibility for their own learning as they move through the school. This includes self and peer marking, working with a talking partner, self-assessment, setting their own targets and setting lesson objectives and success criteria. 6.4 To support the development of assessment for learning, teachers use ICT (e.g. visualisers) to model and share marking and editing / improvement techniques and excellent examples. Teachers model and agree rules for talking partners. See also Marking & Feedback Policy. See Mathematics and English policies for a detailed description of assessment in these subjects. 7. Use of Assessment Data 7.1 Target Setting 7.1.1 Formative and summative assessment is used to inform the setting of curricular targets for Reading, Writing and Maths. These are set for all years in terms 1 and 3 and are, where appropriate, shared with children (e.g. copies of targets are displayed on boards, in books or on cards) and parents through discussion documents at Parent Consultation meetings. Curricular targets for English and Maths are also set during Term 5 as part of the Annual Report to Parents. 7.1.2 Assessment data is used to inform the setting of end of year targets for every child in Reading, Writing and Maths. These targets are set in Term 6 (with the current and following teacher) for the next academic year. 7.1.3 Assessment data is used to set end of Key Stage targets for core subjects (Reading, Writing and Maths) and is expressed as the percentage of children expected to reach Band 6 secure (i.e. secondary ready) and above at KS2. Targets are also set for the percentage of children expected to reach Band 6 secure in both English and Maths. This is completed during the autumn term for that academic year. 7.2 Data Analysis & Pupil Progress Meetings 7.2.1 Assessment data received and collected by the school DCSF, Local Authority, Fisher Family Trust, internal tracking is analysed and translated into plans and actions affecting teaching and learning in the Assessment at Thameside Primary School Page 6 of 6

classroom. 7.2.2 Summative assessments are used to identify (a) the numbers of children working at nationally expected Bands in Reading, Writing and Maths, (b) the steps progress of individual children from entry and (c) the numbers of children meeting targets. This information is used to identify target groups needing additional support or challenge and to inform planning and teaching through regular Pupil Progress Meetings. 7.2.3 Analysis of assessment data is shared with the staff collectively and individually. Data analysis is also shared with the Standards Committee of the School s Governing Body. 8. Roles & Responsibilities 8.1 Assessment Leader (Deputy Headteacher) 8.1.1 The Assessment Leader ensures that the Assessment Policy is up to date and regularly reviewed and that the assessment sections of other related policies are coherent and consistent. 8.1.2 The Assessment Leader ensures that summative assessment takes place, the data is collected and recorded and that information is disseminated. They ensure that assessment methods and procedures are followed and used consistently. The Assessment Leader sets a timetable clearly showing events and deadlines associated with the assessment. 8.1.3 The Assessment Leader informs staff of new developments and supports and trains colleagues as required. They support colleagues in identifying assessment opportunities and in using assessment information / data to inform teaching and learning. 8.1.4 The Assessment Leader analyses whole school and other data as required and reports to the SLT, Standards Team, Governing Body and staff. 8.1.5 The Assessment Leader is responsible for reviewing assessment throughout the school, identifying key outcomes, strengths and weaknesses and future development. They rationalise assessment systems to ensure manageability. They promote the use of electronic data management and the use of electronic analysis tools 8.2 Other Leaders 8.2.1 The Inclusion Manager uses assessment data to inform discussions with class teachers and to monitor progress against intervention programmes (e.g. LPs, provision maps). Assessment data is also used to help maintain the SEND, G&T registers, for liaising with external agencies and for formal assessment for EHCPs. See also SEND and Inclusion Policies. 8.2.2 The Reading, Writing and Mathematics Leaders ensure that their subject s assessment procedures and tools are consistent with the Assessment Policy. They provide additional support and advice to staff as appropriate. They use assessment data to support evaluation and improvement in their subjects, using or producing data and analysis as required and reporting their findings to the SLT and governors. They use assessment data to inform Pupil Progress Meetings with class teachers. These meetings are focused on progress towards Reading, Writing and Maths targets. 8.2.3 The Phase Leaders use assessment data to support evaluation and improvement in their phases, producing or using data and analysis as required and reporting their findings to the SLT and governors. They use assessment data to monitor the number of children working at age related expectations and to inform discussions with class teachers about interventions used to raise attainment of children working just Assessment at Thameside Primary School Page 7 of 6

below national expectations. 8.2.4 Using the Subject Leader Toolkit, subject leaders of other subjects ensure that formative assessment methods and procedures are implemented effectively. They monitor planning and feedback to ensure assessment informs planning and teaching. They monitor attainment / standards / rate of progress. They report to the SLT and Standards Team on schemes of work, standards and on progress. See also Subject Policies. 8.3 Headteacher & SLT 8.3.1 The Headteacher ensures that the school meets statutory requirements, including the setting of statutory targets (whole school level) and data reporting. They disseminate information to Assessment Leader. 8.3.2 The SLT, consisting of the Phase Leaders, Inclusion manager, Deputy Headteacher and Headteacher meets regularly to share and analyse data, identify trends and to plan and take action to raise standards. 8.4 Class Teachers 8.4.1 Class teachers use assessment data to set specific learning objectives and success criteria, to set targets and to inform pupil feedback and progress reports to parents. They use summative data analysis and formative assessment to identify groups and individuals that require additional support or challenge. 8.4.2 Class teachers carry out assessment tasks and make judgements as set out in the Assessment (Whole School) Calendar, Assessment Policy and Subject Policies. They ensure that data is passed to the Assessment Leader. 8.4.3 Class teachers use and develop a range of assessment for learning techniques, including talking partners, self and peer marking, curriculum diaries, setting targets and success criteria. Children are encouraged to take increasing responsibility for self-assessment. 9. Monitoring and Evaluation 9.1 The implementation and effectiveness of this policy will be monitored and evaluated regularly by the Senior Leadership Team (SLT). 9.2 The policy will be monitored through classroom observation, learning walks, work scrutiny, interviews with children and other methods as appropriate. 9.3 The SLT reports its findings to staff. The HT and deputy report to governors who have a strategic oversight of assessment data. Standards Committee. S.Greenaway January 2017 Assessment at Thameside Primary School Page 8 of 6