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In Bournemouth, Dorset and Poole

Henbury View First SchoolCorfe MullenHillside RoadWIMBORNE

DorsetBH21 3TR

Tel: 01202 659179E mail: [email protected]

Assessment policy

Introduction

We believe that in order for all our children to be successful learners then assessment for learning must be at the heart of everything we do. The primary purpose of assessment is to inform the next steps in teaching and learning by doing this we aim to develop the right skills for all our children to reach their maximum potential.

In our school we believe that: Assessment is an integral part of the teaching and learning process and

is not something that can be “bolted on “afterwards. Assessment is a teaching tool for enhancing rather than stifling teaching

and learning Assessment takes account of personal, social , physical and cognitive

development Effective assessment is on-going, and forms part of the teacher’s

planning, preparation, delivery and evaluation of learning opportunities.

In carrying out assessment we must ensure that all children have the opportunity to demonstrate their achievements in a variety of ways , and that decisions made about children’s performance are accurate, fair and consistent.

The following policies work in conjunction with the assessment policy:

Marking policy English policy Mathematics policy Home learning policy

Types of Assessment

Formative

This is the ongoing, day-to-day assessment which is carried out by teachers and support staff and is key to effective classroom practice. Learning outcomes are shared with pupils and they play and important role through self-assessment of their own learning. Formative assessment is used by teachers and support staff to inform planning, resources and support in order for all children to progress.

Summative

Children in KS1 and KS2 are assessed periodically and progress and attainment data is recorded on Target Tracker. Test materials are used to support teachers with making accurate teacher assessment judgements. These assessments are carried

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out periodically and are used to monitor the performance of individuals, groups and cohorts as well as identifying gaps and next steps for planning.

National/Transitional

At key points through primary school, children are assessed against national expectations. These are:

End of EYFS

End of Year 1 (Phonics Screening)

End of KS1 (Year 2 SATs)

End of KS2 (Year 6 SATs)

Key Groups

All individuals and cohorts are tracked throughout the year and discussed at Pupil Progress Meetings. Focus groups for 2016-17 are:

Pupil Premium

SEND

More able

Lower Attainers

Roles and Responsibilities

Governing Body: Monitor whole school attainment and progress data

Headteacher: Hold teaching staff to account for pupil attainment and progress through the monitoring of assessment data and performance management targets

Assessment leader: Use pupil progress meetings and data analysis effectively to monitor the performance individuals, groups and cohorts

Teachers: Carry out regular, accurate assessment of pupils, provide high-quality feedback and use assessment information to inform planning

Support staff: Support children with their learning as directed by class teachers and provide feedback on children’s learning

Parents/Carers: Support children with home learning

Assessment Criteria

Following the implementation of a new National Curriculum, the government has removed the level descriptors which were previously used to measure progress and attainment. With levels removed and the focus on securing progress for every pupil, we now have a new way of recording and measuring pupil attainment and progress. Children will now be assessed in year group ‘bands,’ (Band 1-Band 6) which will be divided as follows and are age related .

Emerging Developing Secure

Additional plus points are added to indicate where smaller steps of progress are recorded.

Communication with Parents

Children’s attainment and progress will be discussed at Parent Consultation Meetings which take place during the school year. Teachers are also available for informal consultation if parents wish to discuss their child’s learning at other points.

End of year reports will comment on children’s attainment and progress and key assessment data will be included in these reports.

Early Years Assessment

Our school is a place where everyone is treated equally, encouraged and respected. We believe that all children should be able to achieve their full potential academically, socially and emotionally. We are committed to our school being a safe and inclusive place where learning is nurtured and encouraged in a happy, caring and fun environment. We all work for our school to be a happy place where good behaviour is expected and all children enjoy their educational journey.

Within 6 weeks of the child starting they will be given a ‘baseline’ assessment. In Reception children will be assessed using EExBA Baseline Assessment which will be reported.

On entry to Reception we will use our professional judgement to assess the age band children are working ‘within’ across the EYFS 17 areas of learning.

Within 6 weeks of the child starting the nursery the children will be given a ‘baseline’ assessment.

Expected Standards for Early Years are;

Reception

40-60 months = In line with ARE (Age Related Expectations)

30-50 months = Below ARE

Any other lower age band below = Significantly below ARE

Formative Assessment

As the year progresses children are monitored on their development and progress in all areas of development. Examples of children’s learning, showing their individual level and stage of development are built up throughout the year. Provision is made for these observations and assessments through experience and play. Progress is recorded by observing and assessing children either using hand written observations, staff notes or by use of IPADs. Data is recorded using Target Tracker.

Parents/carers in Reception

Parents are included in their child’s learning journey via home learning , Notice boards and the Website. Parents are also able to view their child’s Learning Journey at any time. We have 2 formal Parents Evening’s in the Autumn and Spring term. School reports are given out at the end of the year and parents have the opportunity to discuss them with the teachers.

How assessment is delivered at Henbury View First School:

Overview of whole school assessment

Foundation Area of

assessment Type of

assessment Frequency Formative or

summative

Well-being and involvement observations

Observation September /October –baseline

Formative

EEXBA Baseline

Observation and

assessment

September /October –baseline

Summative

Characteristics of learning overview

Including Engagement

Motivation thinking

Observations to inform all

areas but especially

child initiated learning

Daily Formative

Observation display board to inform learning journey

Observation and recorded

notes

Daily Formative

Learning journey of self

Initial assessment of themselves as

a learner

On going Summative

Early learning goals and age

appropriate banding


notes

Half termly Summative

End of year ELG assessment


notes

Summer term

Reading Daily reading assessment –Read , Write

Inc

Daily Formative

Writing Weekly overview

sheet

Weekly Formative

AFL and pink and green using

success criteria

Independent write

(writing journals)

Weekly Formative

Spelling Phonics –reading and

phonics overview

sheet Read, Write,

Inc assessment


Maths Mental maths cards-

including pre foundation assessment

levels Foundation class maths assessment

End of spring/summer

term

Formative

Daily maths assessment

which feeds in to a half termly

overview

Daily – on-going Formative

Foundation curriculum – all

areas of learning

Target Tracker & vulnerable

groups

Termly Summative

Overview of whole school assessmentYear 1

Area of assessment

Type of assessment

Frequency Formative or summative

Reading Guided reading

assessments focusing on

decoding and comprehensio

n

Daily Formative

Red word Half termly Formative

Rising stars-comprehensio

n

Termly Summative

Spelling Read, write , Inc –

application of Set 1 2 and 3

and Year 1 age related rules


Red word spelling


Phonic test Statutory : June

Annually Summative

Writing AFL-whole school Pink and Green related to success criteria

Daily –implementation of the marking policy

Formative

Independent writing

As appropriate , but weekly or

monthly

Formative

Wow , Write- whole school assessment

Termly Summative

English Curriculum overview

sheet

Termly Formative

Target cards Ongoing FormativeRising Stars SPaG tests

Starts in Spring 1, followed by 1 per

term

Summative

Maths Mental maths cards

Termly – ongoing with parental

support

Formative

White Rose maths

assessment

Termly Summative



Reading, Writing and maths


groups

Termly Summative

Mastery challenge –

higher achievers

On-going Formative

Science Rising stars assessments

1 test per topic- teacher’s choice to closely match the

learning

Summative

Foundation subjects

P.E, R.E, SMSC, D.T, Computing, Humanities

and art

On-going to inform end of year summative judgements

Formative


Area of assessment

Type of assessment


Reading Guided reading assessments focusing on

decoding and comprehension

Daily Formative

Red words –individual

assessment

Half termly Formative

Guided reading comprehension

text

Weekly –as part of circle of skills

Formative

Rising stars –reading

Comprehension

Half Termly Summative

Cracking comprehension


Spelling Read, write , Inc – spelling

rule assessment

Phonics


KS1 SATS Annually Summative

Red word –spelling

Half Termly Summative

Phonic test Statutory –for pupils who did not meet the

criteria in Year 1

Annually Summative

Writing AFL-whole school Pink and Green related

to success criteria

Daily –implementation of the marking policy

Formative

Independent writing


monthly

Formative


Termly Summative

English Curriculum

Termly Formative

overview sheetTarget cards Ongoing Formative

Rising Stars SPAG tests


Key Stage 1 SATS

Annually Summative



Mental maths test –school

initiated

Termly Summative

Number quiz –number

Fractions

Half termly

Termly

Summative


culminating in a half termly

summary.


White Rose maths

assessment

Termly Summative

X table challenge

Weekly Formative

KS1 SATS Annually Summative



groups informed by half termly

paper assessments.

Termly Summative


higher achievers

On-going Formative


1 test per topic- teacher’s choice to closely match the

learning

Summative

Foundation subjects

P.E, R.E, SMSC, D.T,

Computing, Humanities and

art

On-going to inform end of year summative judgements

Formative


Area of assessment

Type of assessment





n

Daily Formative

Rising stars-comprehensio

n Progress test

6 x year Summative

Spelling Read, write , Inc –

application of Set 1 2 and 3 and Year 2 3 and 4 age

related rules


Red words Half termly in 4 ability related

groups

Summative


Daily –implementation of the marking

policy

Formative

Independent writing


monthly

Formative


Termly Summative


sheet

Termly Formative

Target cards Ongoing FormativeRising Stars SPaG tests

Starts in Autumn 1, followed by 1

per ½ term

Summative


Once a month with parental

support

Formative

X table weekly assessment

Weekly Formative


and half termly

coverage

Daily – on-going Formative/Summative


initiated

Termly Summative

Number quiz- number

+fractions

Half termly

Half termly

Summative



groups

Termly Summative


1 test per topic- teacher’s choice

Summative

to closely match the learning

Foundation subjects


and art

On-going to inform end of

year summative judgements

Formative


Area of assessment

Type of assessment





n

Daily Formative

Red/orange words –

individual assessment

Once a term Formative

Guided reading

comprehension

text

Weekly –as part of circle of skills

Formative

Rising stars –reading and

summary

Termly Summative

GL assessment –to inform transition baseline

Annually Summative

Spelling Read, write , Half termly Summative

Inc – spelling rule

assessment Phonics

Red /orange words –spelling


Read , write inc spelling

tests

Termly Summative


Daily –implementation of the marking

policy

Formative

Independent writing


monthly

Formative


Termly Summative


sheet

Termly Formative

Target cards Ongoing Formative

Rising Stars SPAG tests





initiated

Termly Summative

Number quiz –number

Fractions

Half termly

Termly

Summative


culminating in a half termly


summary.GL assessment

–to inform transition baseline

Annually Summative

X table challenge

Weekly Formative

Extension activities for most able –supporting

reasoning and problem solving

Weekly Summative



groups informed by half termly

paper assessments.

Termly Summative


higher achievers

On-going Formative


1 test per topic- teacher’s choice to closely match

the learning

Summative

Foundation subjects


and art

On-going to inform end of

year summative judgements

Formative

The following applies to all learners;

Vulnerable groups

Passports – specific target setting for SEN

children

Minimum termly,

including parent and pupil

contribution

Formative/ Summative

Pupil premium assessment overviews

Termly with Inclusion leader


Monitoring sheets

Termly with Inclusion leader & whole school

& parents


Specialist teacher

Termly, led by Specialist Level

Summative

assessments: PHAB, Neale,

Visual processing,

working memory, auditory memory

etc.

7 Teacher: Katie Donlon

Our challenge is to ensure assessment is always: Accurate – knowing the curriculum and the Age Related outcomes, ensuring

judgements are moderated both internally and externally. Fair- by application of whole school agreed standards Reliable –ensuring consistent judgements based on a diverse range of

evidence Useful- identifying barriers to learning and planning and discussing next steps Focuses- identifying and monitoring additional support to ensure the rate of

learning increases rapidly and is sustainable Continuous –enabling effective transition between stages and settings.

At Henbury View First School we are committed to ensuring assessment is:

Part of effective planning Focused on how children learn Central to classroom practice Develops peer and self-assessment Values all achievements, both academic and personal Is recognised as a professional skill Supports learners to develop their own knowledge, skills and competencies Is constructive and fosters motivation.

Discussed by the staff

Discussed by the Governing body

Date of review

Henbury View First School – Document Amendment Page

Document NameVersion Number

Nature of Change Date Agreed by Gov. Body

Introduction of Version Numbers 15 May 2011

Assessment policy VN01 Approved at FGB 23 May 2016

Henbury View First Web viewTest materials are used to support teachers with making . ... (Year 6...

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