Assessment
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Assessment in the New National Curriculum

Introduction

We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so that they understand what it is that they need to do better.

This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents and carers regular written and verbal reports on their child’s progress so that teachers, children and parents and carers are all working together to raise standards for all our children.

We intend to implement a “professional learning” programme for our teaching staff throughout 2017-18 which will ensure confidence and rigour in the implementation of new systems of assessment.
Our school statement needs to be read in conjunction with our current Teaching and Learning Policy.

Aims and objectives

The aims and objectives of assessment in our school are:

  • To enable our children to demonstrate what they know, understand and can do in their learning;
  • to help our children understand what they need to do next to improve;
  • to allow teachers to plan work that accurately reflects the needs of each child;
  • to provide regular information for parents and carers which enables them to support their child’s learning;
  • to provide school leaders and governors with information that allows them to make judgements about the effectiveness of the school.

Assessment is not a singular activity. It is about measurement of performance at a given point in time and a way of gaining information to promote future learning. Our first point of principle should be to hold on to aspects of assessment that aim to measure what we value rather than simply valuing what we are able to measure. Secondly, we acknowledge that there are two distinct types of assessment used by the school. These include:

  • Assessment for learning helps to identify the next steps needed to make progress. It takes account of pupils’ strengths as well as weaknesses.
  • Assessment of learning is more associated with judgements based on grades and ranks and with public accountability.

Therefore we use the following formal assessment procedures to measure outcomes against all schools nationally:

• End of EYFS
% of pupils achieving a “Good Level of Development”

• Phonics Screening Test at the end of Year 1
% of pupils achieving the required level to pass the screening check

• End of KS1 and KS2
Outcomes at the end of Key Stage One and Key Stage Two are measured by calculating the percentage of children working at the expected standard.
Some children will be able to demonstrate a deeper level of knowledge and understanding.
Children who able to problem solve, use reasoning, and those that are able to demonstrate the application of skills learnt in a variety of contexts are described as 'Working at Greater Depth'.

At the end of Key Stage Two there is an additional measure. Progress is the measure of improvement from one point to the next assessment point. Progress nationally is currently measured from the end of Key Stage One to the End of Key Stage Two.