Chase Lane Primary School and Nursery Unit Policy Updated: May 2016 Reviewed by: Ratified by Governors: Colin Jeffery 28.6.2016 Next review: May 2019 Policies/2015-2016/ Policy May 2016
Policies/2015-2016/ Policy May 2016 Chase Lane Primary School and Nursery Unit Policy in 2016 is now beyond the old systems that labelled children with a level. Such levels labelled pupils in a way that could be seen as both positive or negative. Schools are now expected to devise their own systems of assessment. At Chase Lane we have worked hard to develop a system that is both streamlined across our school, robust and used effectively by all. The main priorities of any assessment system are to track attainment and progress of all pupils and that remains the driving force of this policy. is a continuous process integral to learning and teaching. It is how teachers gain knowledge of their pupils needs, achievements and abilities, and how children gain knowledge of their achievements, next steps and targets. A combination of formative and summative assessment models enable teachers to plan and deliver high quality learning centered around the Mastery approach to learning. Our assessment procedures are free from bias, stereotyping and generalisation in respect of gender, class, race and disability. Principles of 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 learning targets with children; - to involve all children with self- assessment; - to help pupils know and recognise the standards they are aiming for; - to raise standards of learning; - to identify children for intervention; - to inform parents and other interested parties of children s progress. for Learning opportunities, which are a natural part of teaching and learning, are constantly taking place in the classroom through discussion, listening and analysis of work. 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. To achieve this at Chase Lane we will:- - evaluate pupils learning to identify those pupils with particular needs (including those with dyslexia and the more able) so that any issues can be addressed within the lesson or in subsequent lessons; - adjust plans to meet the needs of the pupils such as considering the corrective teaching approach ensure pupils are aware of the learning target and encourage them to evaluate their progress against the success criteria so that they understand the next steps they need to make; 1
- regularly share targets with parents to include them in supporting their child s learning; - mark work so that it is constructive and informative in accordance with the marking policy; - incorporate both formative and summative assessment opportunities in medium and short term planning; - pass on assessment information to the next class teacher so children can be tracked as they progress through the school; - use for Learning strategies such as :- working walls, targets, success criteria, self and peer evaluation, discussion and paired talk, targeted questioning, conditions for learning display, learning journey children know what is next. next step marking Formal Cycle Formal assessment is a systematic part of our school s work which will be used to track each cohort in the school. It is through an effective tracking system that the needs of every pupil can be met and that the school develops a clear understanding of how to raise standards. This will be done through :- - Statutory tests Foundation Stage Profile and End of Key Stage Tests; - Optional Standardised Tests used in KS2 to inform SIMS level; - Half-termly writing assessments; - Formative assessment of reading, writing, maths and science on a termly basis; - Summative assessments of all foundation subjects on a termly basis. - Assess our foundation stage children 7 times a year, within the first 4 weeks using the baseline system. The regular reviewing of tracking data will give coordinators and teachers the opportunity to revise and refine targets. It is in recognising the individual abilities of pupils, and the needs of groups within school and year groups that the school can make finely, tuned adjustments for target setting for each cohort. The discipline of regularly analysing pupils attainment and progress will ensure that every pupil has challenging and realistic targets set for them and that the path of reaching those targets is determined through effective classroom organization, learning groups and careful planning. To achieve this at Chase Lane School we will :- - follow the cycle and update the data on a regular basis; - use information to identify percentages of children working at each level within a cohort; Policies/2015-2016/ Policy May 2016 2
- analyse the data and review targets for individuals and use the information to identify intervention groups, including those pupils who are gifted and able and those with special educational needs; - work with colleagues to moderate and level writing, reading and maths; - analyse data at the end of the academic year to track value added progress made; - pass data and analysis to next teacher. Reporting Reporting to parents/carers provides the opportunity for communication about their child s achievements, abilities and future targets. The end of year reports will be written so that they have a positive effect on pupils attitudes, motivation and self esteem. Reporting will also explain and exemplify how assessment systems have changed to enable parents and carers to best understand the information that they are presented. At Chase Lane School we will :- - provide opportunities for two Parent Consultation Evenings so that parents can discuss child s predicted progress at the first consultation, and progress made so far and predicted progress for the rest of the academic year at the second consultation. At consultations, parents will also be given child s current targets for reading, writing and maths; - provide consultation forms with feedback regarding any behaviour concerns and report a level of attitude to learning ; - provide an end of year written report which includes results of statutory tests and assessments and gives information relating to progress, and attainment and effort; - foundation stage report, at consultations, covering three areas of learning. - end of year report with levels for all of the seventeen areas in the foundation stage profile. The assessment coordinator will :- - monitor closely the attainment, combined scores for all children in reading, writing and maths. - collate data for year groups to own and analyse the need of vulnerable groups to inform action plans. - formulate the school s assessment policy in consultation with the headteacher, staff and governors; - review the policy regularly in the light of statutory requirements and the needs of the school; - resource school with relevant tests and update assessment cycle; - maintain a tracking file and consult with all staff about the targets set; - highlight pupils who have made no progress or are working below expectations; - analyse results to identify attainment and progress made by pupils and for groups of pupils such as those on free school meals, gender, vulnerable children and children from an ethnic background; - report to governors regarding the policy, statutory test results and cohort targets. Policies/2015-2016/ Policy May 2016 3
Moderation Moderation is important to ensure a consistent approach in assessment throughout the school, also with other schools in the borough and beyond. It is important that when teacher assessments are carried out, there is evidence recorded to justify judgements made. At Chase Lane School we will:- - meet regularly in year group meetings to moderate writing assessments; - moderate work through planning and book scrutinies, feeding findings back to members of staff individually; - moderate work on a termly basis across year groups; - collate evidence to back up teacher assessments, such as exemplars of leveled writing; - participate in moderation schemes in the Local authority and across authorities. This policy was written by Colin Jeffery, May 2016 Next review will take place in June 2019 or earlier, if necessary. Policies/2015-2016/ Policy May 2016 4
Overview of Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Co-ordinator *Overview of previous year s attainment and achievement presented at Governors meeting. ( -Foundation-MM -KS1 & 2-MA) Write action plans in September (Oct) Analyse data and evaluate action plans. (Oct) Teacher/Parent meetings Y3-5 Policies/2015-2016/ Policy May 2016 *Moderate levels of writing in each Yr Group before parent consultation (with lit coordinator) *Standards Reports written and discussed at Governors. * Headlines re with (Nov) Analyse SIMS data and evaluate and plans, if necessary. (Jan) *Moderate levels of reading in each Yr Group *Headlines re with (Jan ) 5 Analyse SIMS data and evaluate and plans, if necessary. (Feb) *Headlines re with (March) Analyse SIMS data and evaluate and plans, if necessary. (April) *Moderate levels of science in each Yr Group *Headlines re with (Apr) Analyse SIMS data and evaluate and plans, if necessary. (June) coordinator *Analyse attainment for each Yr Group. *Predictions for 2012/13 given to teachers *Headlines shared with Yr Group (June) Year Gp Leaders Analyse data of new Yr gp and identify children who have not made required progress.
(Dec) Assistant Head/ Co-ordinator *Inform Y6 of the progress towards 2 levels rise and question interventions for chdn not making required progress. and Foundation subject assessments (Feb) (March) Assistant Head/ Co-ordinator *Inform Y6 of the progress towards 2 levels rise and question interventions for chdn not making required progress. by (Apr) Y2 & Y6 SATS (May) by 2.7. Analysed data passed to new year Group by end of term. Foundation subject assessments entered by end of June. Y1 Phonics screening (June) Policies/2015-2016/ Policy May 2016 6