assess

Assessment Policy Rationale Our gifts differ according to the grace given us. Use your gift as faith suggests. (Romans 12:6) At St. Mary’s we recognise that everyone is special, with his or her own talents and needs.

As such we aim to nurture each child so that they reach their full potential.

We believe that: Assessment is an integral part of teaching Good assessment skills help children to learn effectively Children need to be involved in their assessment and to understand the progress they are making.

Within our school we aim to put into practice the following modes of assessment: Formative-this informs the teacher of what a pupil can and cannot do, therefore providing information of what to do next; Diagnostic-this identifies where and why a pupil has stopped learning and gives an indication to the necessary remediation process; Summative-this provides a record of competence which establishes a level of attainment. It is a collection of evidence, normally other assessments and pupils’ work, which is used by the teacher to arrive at a level of attainment. Summative assessment provides information on which to set targets for individuals or groups of pupils.

Evaluative-this is any assessment which informs the teacher of the success of the teaching programme and of their ability to implement it.

Target setting Classroom observations and assessments, data analysis, pupil discussions and work scrutiny are used to identify areas for development and set layered curricular targets.

Children and their parents will be made aware of their curricular targets.

Differentiated targets are monitored and evaluated regularly in order to inform the next steps.

Targets are differentiated to ensure that the needs of all children (including SEN/EAL/Gifted and talented) are met and they are making progress.

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Assessment, Recording & Reporting Annual reports, which include information on each child’s strengths and areas for improvement, are sent to parents at the end of the summer term.

End of key stage statutory teacher assessments are also reported alongside the statutory test results.

Parent and teacher evenings are organised twice a year where parents have the opportunity to view their child’s work and discuss his/her progress. At the first meeting the teacher will discuss NFER test results and future targets. The class teacher, child and the parent/guardian will record this information on a record sheet that is signed. One copy will then be given to the parent/guardian and another will be kept in the Class Record File. The achievement/nonachievement of the targets, together with other information, will be discussed at the second meeting. Parents are always welcome to come in at other times, usually by prior arrangement.

Formal testing (summative) During the last week of the first half term the NFER Group Reading Test; the NFER Spelling Test, the NFER Maths Test and a piece of independent writing will be completed by the children in years one to six. The results from these assessments will be analysed by the class teacher in order to pinpoint any areas of concern. The results will also be collected by the English and Mathematics Co-ordinators and passed on to the Head teacher.

At the end of each academic year, years two to six will be tested using the SATs or the optional tests.

Reception and year one children will complete a piece of independent writing. Year one children will repeat the NFER tests.

The Early Foundation Stage Profile and the Foundation Stage Profile will be completed for each child in the Foundation Stage.

At the end of the year each child will be given a level for English, maths and science. To show progress the letters A-C will be used: A-very secure B-achieved C-just reached This information will be passed on to the next class teacher and the Head teacher.

An independent piece of writing on a common theme will be completed and assessed on a half termly basis. This work will be marked on a common criterion. A selection of pieces will be marked at a staff meeting to ensure consistency of marking. These assessed pieces of work will also enable pupils to review their own work and set targets. The results will be passed onto the Literacy co-ordinator.

A piece of artwork will be completed in January & July in a progress book.

Planned assessment tasks will be spread manageably throughout the year, for example in maths the teacher will set a test approximately half termly which focuses on the learning objectives covered that half term. Only the names of the children, who have not achieved the objectives and any relevant comments, will be recorded on an assessment-recording sheet.

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This information will be stored in the purple assessment files, which will be passed on to the classes’ next teacher.

Day-to-Day Assessment Curricular targets inform short-term planning. Children are involved in both setting and evaluating these targets.

Short-term planning is led by objectives and outcomes.

During each lesson children will be informed of: What they are learning (objective) Why they are learning this (how it links to previous learning) What they will be able to know, understand or do at the end of the lesson (success criteria is evident in planning) How they are learning this (the activity) Summative and formative assessments are incorporated into short-term planning.

Opportunities for reviewing progress and providing feedback to children are integrated into short-term planning. Strategies for day-to-day assessment include: • Effective questioning • Observing • Discussing • Analysing work • Checking children’s understanding • Written and oral feedback is provided against the success criteria • Success is identified and information given about how further progress can be made • Children are given time to rehearse and practise learning and to improve their work in response to feedback Conditions for learning: All children will take an active part in learning. There is an emphasis on shared learning, analysis and discussion.

Learning objectives are clear and appropriately challenging and teaching is well focused.

Displays emphasise and support learning.

Opportunities are given for reflection and discussion throughout the day. Peer and selfassessment is used.

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Appendix Children work with a partner. Teacher asks a question and all children discuss the answer with their partner.

Partners support each other as they complete their work. Children are taught to ask their partner or if necessary another set of partners if they are unsure of something.

Children show their work to their partner. Children discuss improvements that can be made.

Teacher marks the children’s work using pink and green highlighter pens. Pink indicates something that is correct e.g. a capital letter correctly used. Green indicates something that needs to be improved e.g. finger spacing. Children are given time to correct their work at the end of a lesson or at the beginning of the next.

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