With effect of 1st September 2015 the way assessment in schools in England is recorded and reported has changed. At Queen’s Manor the way that we assess children has changed slightly e.g. terminology and tracking, however our principles behind assessment have not changed.
Why and how do we assess children?
Regular monitoring of what and how children are learning is known as Formative Assessment and is used to inform teaching. Feedback is provided for children, verbally and through comments written in books, including the next steps in their learning. We use learning systems in the children’s books to make this clear to them.
Summative Assessment is carried out regularly at the end of topics or units of work, half-termly or termly. We use summative assessment to measure individuals’ progress in maths, reading, writing and science. Summative assessment of foundation subjects takes place at the end of every academic year.
National Assessments are carried out in school, according to Department for Education Guidelines:
- A short Reception baseline assessment in the first term, that will sit within the assessments that teachers make of children during Reception
- A phonics check near the end of Year 1
- A teacher assessment at the end of Key Stage 1 in mathematics; reading; writing, informed by pupils’ scores in externally-set but internally-marked tests (writing will be partly informed by the grammar, punctuation and spelling test); and teacher assessment of speaking and listening and science
- National tests at the end of Key Stage 2 in: mathematics, reading, grammar, punctuation and spelling and a teacher assessment of mathematics, reading, writing and science
Source: Reforming assessment and accountability for primary schools (DFE, 2014)
Progress of all children in the school is monitored and tracked. Regular meetings are held for all children, between the Head of Assessment, class teachers and learning support staff.
According to education professional’s groups, KPIs are deemed to be what the children should be able to do as a minimum, by the end of the year. The National Association of Head Teachers (NAHT) has published KPIs for Years 1 – 6 in reading, writing and maths. We will be using these, alongside science KPIs form our in-school tracking system, to ensure high quality teaching and learning.
Progress Pathway: the name we have given to our assessment system. It is unique to Queen’s Manor.
Key Stage 1: Year 1 and Year 2.
Key Stage 2: Years 3, 4, 5 and 6.
Core subjects: English (reading, writing, phonics, grammar), maths, science.
Foundation subjects: all remaining National Curriculum subjects.
NY: Not Yet. We will report to you that your child is NY if s/he is working below expectations for the current year group. In this case we will let you know which year group expectations s/he is currently working within.
D: Developing. Your child will be reported as D if s/he is beginning to work within current year group expectations.
S: Secure. Your child will be reported as S if s/he has secure knowledge and skills expected for the current year group.
S+: Secure Plus. Some children may develop a deeper level of understanding of certain aspects of the curriculum. This is unlikely to be a whole subject area, but S+ may be reported for specific skills.