Pupil Assessment Framework
Principles underpinning assessment at Oliver’s Battery Primary School
Effective assessment underpins effective learning, helping children to make good progress in their understanding and thinking. There are four core strands to assessment:
- Inform next steps in teaching (making accurate assessments)
- Provide meaningful feedback to pupils on what they’ve done well and how to improve
- Provide evidence for accountability (monitoring & assessing children’s progress)
- Communicate to parents and carers how their children are doing
For the Academic Year 2017-18
Teachers will be expected to continually assess pupil performance as part of their everyday practice. Building ‘Assessment for Learning’ (AfL) opportunities into their teaching will allow them to give immediate and impactful feedback to pupils and help them to understand their next steps in learning.
Adherence to the school’s marking policy will support staff in giving meaningful feedback to pupils, allowing them to identify and understand their next steps in learning.
To ensure teaching and learning are pitched at age appropriate standard, progress will be tracked against the end of year expectations as set out in the National Curriculum 2014. The accuracy of judgements made against these criteria will be validated through a process of moderation, both within school and at school cluster and county level.
To support the judgements being made and to inform pupil progress conversations a number of formal assessment tools will be used at the end of each phase to monitor progress towards these age specific outcomes.
These will include the use of assessment tools that will allow for the generation of standardised scores, enabling the school to make ju6dgements about pupil and cohort performance against national norms.
Through the annual school report to parents (Years 1-6) a child’s performance will be reported in four assessment bands indicating whether they are accessing age appropriate learning outcomes, i.e.:
The expectation of the new national curriculum is that the majority of children will be ‘secure’ against age related expectation at the end of the academic year.
|Below||Your child is not at age related expectations.|
|With Support||Your child is close to age related expectations.|
|Secure||Your child is at age related expectations.|
|Exceeding||Your child has mastered age related expectation.|
These assessments cannot be matched or compared to previous national curriculum levels.
There is a separate measurement for children in Year R. During the year children are assessed as ‘entering’, ‘developing’, or ‘secure’ in age bands 30-50 months or 40-60 months. The expected entry level to YR is that they should be developing in the 40-60 band.
Children are assessed at the end of the year against the Early Learning Goals in personal, social and emotional development; communication and language; maths and literacy; and physical development. They are assessed as ‘emerging’, ‘expected’ or ‘exceeding’. A good level of attainment is for a child to achieve at least the ‘expected’ level in each of these curriculum areas.
At the end of the academic year a summary of attainment will be communicated to parents. All outcomes of statutory assessment will also be reported to parents in line with government guidance, e.g. phonics screening and end of key stage assessments.
As a school we will continue to work with primary and secondary colleagues within the Kings’ cluster to ensure a coherent and standardised form of assessment is in place that puts the interests of the child at the heart of all that we do.