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Assessment Policy

At Lobley Hill Primary School we aim to ‘Be the Best We Can Be’ through being curious, adventurous and respectful in order to achieve personal excellence.

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Assessment

Policy

Sept 2019


Introduction

We aim for high quality teaching and learning, and the heart of this is effective assessment, underpinned by our belief that all pupils can achieve personal excellence.

We use three main forms of assessment: in-school formative, in-school summative, and national standardised summative assessment.

In order for the assessments to be worthwhile, we consider:

Purpose – assessments are used to inform and measure

Validity – the capacity we have to measure accurately.

Reliability – assessments are made over time through on-going formative assessments and informed professional judgements with moderation at a range of levels.

Value – assessments must have a positive impact on teaching and learning whilst being efficient and effective.

Making progress towards Age Related Expectations is not always easy to measure. Within school, progress refers to:

Catching-up if attainment in an area has been slow or there has been a previous barrier to learning;

Addressing gaps in learning due to absence, change in school, etc;

Deepening/securing understanding;

Overcoming barriers to learning.

Standards represent the Age Related Expectations (ARE) for a particular age phase within school. Teachers will make informed judgements against the ARE to determine if children are ‘on track’ based on both current attainment and prior attainment measures.

Aims

The aims of assessments are to enable:

Teachers to respond accurately to the learning needs of each pupil and, with the contribution of support staff where appropriate/ possible, give ongoing support to enable all pupils to make progress

Target setting through providing pupils verbal feedback (VF) and the opportunity to respond immediately to address misconceptions or attempt challenges/opportunities for application of skills.

Pupils to demonstrate and articulate what they know, understand and can do in their learning

Pupils to have an active role in identifying their own learning needs and know how to improve their work through understanding how to proof read/check their work and edit/correct/improve it.

Parents to support their child’s learning at home through being made aware of next steps and curriculum approaches/strategies.

Leaders to monitor and evaluate teaching and learning to support the quality of provision for all pupils.

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Key objectives

Using formative assessment to inform teaching and learning for all pupils.

Typical methods of formative assessment include:

Observations of learning during play, including recording narratives.

Conversations with the children during play/ Discussions and reflections between staff working with groups of pupils

Question and answer sessions

Targeted questions

Ongoing observations

Opportunities for pupils to make their learning visible, for example, on mini-whiteboards

Verbal and written feedback during and after learning. Ongoing recording of attainment on 2Simple/ARE

grids/curriculum maps to inform planning, gaps in learning, curricular targets, barriers to learning and next steps.

Recording pupils’ skills, knowledge, abilities and achievements using consistent methods and approaches across the school

We ensure consistency in teacher assessments by:

Agreeing details of criteria and methods for recording ongoing formative assessment as well as summative assessments

Moderating within year groups/phase half termly (week 1 of each half term)/Whole school moderation

Joining local authority (LA) moderation activities and moderation within the School Improvement Cluster (SIC)

Discussing consistency in PPA sessions/Standards Meetings

Feeding back formative assessments from interventions and TA support on a daily/weekly basis.

Triangulating evidence from book, assessment records and discussion with pupils.

Giving constructive feedback to pupils in a range of ways that enable them to have an active role in identifying their own learning needs and how to make progress

In Key Stage 1 and 2, pupils are involved in contributing to their next steps in learning by:

receiving verbal feedback during lessons and having the opportunity to act upon this

ensuring next steps/challenges visible to pupils in their work.

Teacher modelling of how to improve standards in work and ensuring ‘Responding to Work’ is carried out to impact on progress and standards.

Teaching children how to proof read, edit, check answers, correct and improve their work in relation to AREs/next steps/challenges.

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Using a systematic approach for informing parents of their child’s progress and giving advice on how to support learning at home

We inform parents of pupils’ progress by:

Meeting with parents informally and formally

Sharing observations via 2Simple (EYFS); Quiz outcomes via Accelerated Reader.

Sending parents annual Records of Achievement (summer term)

Informing parents on a weekly basis about spelling, reading and maths work to support pupil progress (via Home Learning Journal)

Ensuring year group specific assessments are shared at both Getting to Know you meetings and parent workshops during the year.

Ensuring statutory school assessment data is available on the school website.

Providing meetings with SENDCo for those children on the SEN register as needed for the individual pupil. (At least each term)

Ensuring any concerns raised by parents are recorded on Behaviour Watch (comms log).

Systematically monitor and evaluate pupils’ progress on an individual and school basis, and use the results to plan for improvement

The Deputy Headteachers are responsible for ensuring that:

Teachers are informed of their responsibility to carry out assessments, record and record assessment data in line with school policy and teacher standards.

End of year data is used to create up to date prior attainment records for pupils across school.

Monitoring that assessment information is used to evaluate teaching and learning in order to improve attainment.

Monitoring that formative assessments and interventions are fed into planning to ensure learning meets the needs of all pupils.

Standards Meetings are held fortnightly to ensure any necessary actions are raised/addressed in relation to pupil progress.

Actions highlighted through monitoring and moderation are recorded and given a timeline for action.

The SENDCo is responsible for ensuring that:

Pupils identified through ongoing assessments, standards meetings and monitoring are observed following discussion with class teachers and DHTs/intervention or support identified of appropriate/external and internal sources used to carry out further assessments.

Barriers to learning are identified and a learning plan put in place where necessary.

Impact of interventions are monitored and next steps identified at the completion of an intervention programme.

Parent and pupil voice sought to support assessments.

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Assessment in Practice

Appendix 1 outlines the monitoring and assessment timetable for the year. The monitoring cycle outlines opportunities to: monitor children’s books/voice; analyse the data on Behaviour Watch and 2Simple; monitor planning to meet the needs of ALL pupils. Adherence to the ‘Responding to Work Policy’ is required by all staff.

In addition to focusing on the observable outcomes, we need to consider other factors when making a judgment on a child’s progress towards ARE. We must also consider how we can impact positively on these through our teaching to ensure future learning. These will be discussed in Standards Meetings (See Appendix 2)

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Visible Outcom

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Mindset, Values, Principles and Beliefs

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Sept 2019


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Purpose To inform planning/ provision and make judgements against developmental bands and ELG

To inform judgements.To inform planning based on children’s interests

To make a judgment to inform formative assessments.To inform children of next steps and challenges.To inform planning

To record attainment against specific outcomes.To identify gaps in learning for individuals or groups.To consider attainment over time

To make ongoing assessments towards ARE for English and maths

To measure attainment and progress in phonics and decoding.To inform appropriate groupings for teaching

To inform teachers of rate, fluency and comprehension against ARE.To inform planning for guided reading

To ensure retention of knowledge and skills over time.To identify gaps in learningTo inform planningTo inform progress against prior attainment.To compare school to statistical neighbours and national averages.

How do we ensure Validity?

Regular discussion/communication between all adults involved with the children.Cross year group and phase moderation to share practice and identify any points for development.(week 1 of each half term)

Age appropriate testing.

Training on carrying out assessmentsModeration carried outAnomalies questioned

Reliability Triangulation of information with books, pupils and Standards Meetings – raise questions if one doesn’t match the other

Consistency in approach through adult, situation, groupings, etc. when carrying out testsWhole picture considered, not just summative outcomes(See Appendix 3)

Value Informs next steps for planning, children’s interests and targets.Identifies gaps in learning, potential barriers to learning, opportunities needed to deepen understanding and secure knowledge and skillsIdentifies any concerns over retention of learning.Informs discussion at Standards Meetings

Informs next steps for planning and targets.SATs provide curricular targets and gaps in retention from Question Level AnalysisMid Year tests and half term tests as well as Optional SATs give children experience of SATs to prepare them for Year 6 and secondary education.

The Formative and Summative assessments outlined above will be monitored within the timetable outlined in Appendix 1 – ensuring the monitoring is the responsibility of the Deputy Headteachers and the resulting actions the responsibility of class teachers/SENDCo.

The Deputy Headteachers will be responsible for the administering and organisation of Statutory Tests and must follow guidelines and timetables set out by LA, NCA and Gov.uk.

All Year 2 assessments/Year 1 phonics to be checked off against a class list, in line with Year 6 practice, following administration of tests.

Year 2-5 End of year tests including statutory tests in Year 2 to have Question Level Analysis (QLA) carried out to ensure assessments utilised for final half of summer term and for transition data to inform teaching in autumn of the following academic year.

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Subject Specific Assessment Requirements (Non-negotiable)

Subject Formative Summative(A week at the end of each half term – earlier in summer 2- will be dedicated

to carrying out assessments)

Planning/ Curriculum

Tracking

SEN SpecificNote – all

learning plans should be within

the planning book of each class

teacher.Maths Ongoing formative assessment

using Gateshead GAP in table form with columns to date.Each child's book to begin year with WTS AND EXP in front of books. It is expected that all children will start at WTS but some will move quickly to EXP. Note – be aware of some aspects of GD strands when units only taught once, e.g. time in autumn term of Y 2Note – Year 2 and 6 to have end of year statements evident on their tables to support moderation of outcomes in summer 2.KEY to be used on columns to show whether work is:I independentT teacher supportR reasoningP practicalA Assessment taskNote may have RT/RIWhen starting new book these tables must be photocopied and transferred.

Each half term teacher judgement against ARE attainment for individual pupils of WTS, EXP, GD to be added to Behaviour Watch.Progress will be evidenced in books.Each half term, class teachers (2-6) to devise a reasoning test of the previously taught maths content using testbase questions. Note, this should test retention of knowledge throughout the year. For example, autumn 2 should have questions linked to autumn 1 and 2 content.Year 2-4 marked out of 20; year 5-6 questions out of 30.Each half term carry out an arithmetic test using testbase set core tests years 2-6.End of Spring 2 – Year 2 and 6 mock SATYear 1/3/4/5 – Mid year check from testbase (Year 1 to devise own based on end of year test)Summer 1 – Year 2/6 SATsSummer 2 – Year 1/3/4/5 – End of Year testNote assessment scores to be collated in Planning Books and used to inform teacher judgements of current attainment (<25% BLW 25-50% WTS, 50-85% EXP, 85+% GDS)All tests to be stored in class file and retained until end of year for moderation purposes.

Following teaching the core curriculum must be RAG rated (according to attainment of the class) on the server (this is to enable easy monitoring by subject lead and SLT) Red <50%Amber 50-80%Green 80+%Note - Amber and red rating must lead to consolidation within the term or following term.Half term summative tests should inform this RAG rating.

SEN children must have relevant year objectives in their books taken from Gateshead GAP or PIVATS.Their targets from learning plans to be highlighted on these or added to these as appropriate.

Half term assessments to be tailored to the curriculum the children have been covering.End of year tests to be relevant to curriculum taught.SENDCo to PIVAT children once a term with class teacher and SEN support if needed.

Writing Ongoing formative assessment using Gateshead GAP in table form with columns to date.Each child's book to begin year with WTS AND EXP in front of books. It is expected that all children will start at WTS but some will move quickly to EXP. Note – Year 2 and 6 to have end of year statements evident on their tables to support moderation of outcomes in summer 2.KEY to be used on columns to show whether work is:I independentT teacher supportA Assessed pieceWhen starting new book these tables must be photocopied and transferred

Each half term opportunity must be provided to carry out an independent piece of writing from which teachers can make a judgement to support previous evidence that year. NOTE – this may be in another subject and does not mean only one piece of writing is required each term.

Each half term teacher judgement against ARE attainment for individual pupils of WTS, EXP, GD to be added to Behaviour Watch. For writing this will include the SPAG aspects below.

Following teaching, the school curriculum must be RAG rated on the server (this is to enable easy monitoring by subject lead and SLT) Red <50%Amber 50-80%Green 80+%Note - Amber and red rating must lead to consolidation within the term or following term


Half term assessments to be tailored to the curriculum the children have been covering.SENDCo to PIVAT children once a term with class teacher and SEN support if needed.

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Tracking




teacher.Spelling/ SPAG

Year 1 to quiz on school scheme words each week (Monday)Year 2-6 Spelling quizzes in RWI books based on previous week’s unit. (Monday)Formative assessment of spelling within writing – supported by word mats to ensure children self -correct key year group words (year 1-6)

Ongoing record of key word spelling (Year Rec/1/ 2 and for children who have not attained going into KS2) to support overall judgements and support moderation.Ongoing formative assessment using Gateshead GAP in table form with columns to date.Each child's book to begin year with WTS AND EXP in front of books. It is expected that all children will start at WTS but some will move quickly to EXP.

Each half term carry out spelling test with a combination of the previously taught spelling rules and patterns as well as the key words for the year group.Year 1 – 10 wordsYear 2 – 15 wordsYear 3-6 – 20 words

Each half term carry out a grammar test using Rising Stars years 2-6.End of Spring 2 – Year 2 and 6 mock SATYear 3/4/5 – Mid year check from testbase (Year 1 to devise own based on end of year test)Summer 1 – Year 2/6 SATsSummer 2 – Year 1/3/4/5 – End of Year testNote assessment scores to be collated in Planning Books and used to inform teacher judgements of current attainment (<25% BLW 25-50% WTS, 50-85% EXP, 85+% GDS)All tests to be stored in class file and retained until end of year for moderation purposes.

Following teaching the school English curriculum must be RAG rated on the server (this is to enable easy monitoring by subject lead and SLT) Red <50%Amber 50-80%Green 80+%Note - Amber and red rating must lead to consolidation within the term or following term

SEN children must have relevant year objectives in their books taken from Gateshead GAP or PIVATS.Their targets from learning plans to be highlighted on these or added to these as appropriate.Half term assessments to be tailored to the curriculum the children have been covering.End of year tests to be relevant to curriculum taught.SENDCo to PIVAT children once a term with class teacher and SEN support if needed.

Reading All children in year 1-6 to have reading exercise book with ongoing formative assessment using Gateshead GAP in table form with columns to date.Each child's book to begin year with WTS AND EXP in front of books. It is expected that all children will start at WTS but some will move quickly to EXP. Guided reading, reading comprehension/skills and phonic activities should be recorded in this book.Code for table:GR – guided readingRC – reading comprehensionPH – phonicsAR – Accelerated ReaderM – Miscue (Year 1 only)

Assessments of reading should be during shared reading; guided reading (one group to be taken each day M-TH and assessments recorded in the individual’s book); 1:1 reading.NOTE – guided reading groups should be referred to by book/author name to move away from obvious ability grouping. Following guided reading would be an ideal time to comment in home learning journal to inform parents of progress

Year 5-6 – STAR reader test as part of Accelerated Reader programme (September and February)End of Spring 2 – Year 1 phonics mock, Year 2 and 6 mock SATYear 3/4/5 – Mid year check from testbase Summer 1 – Year 2/6 SATsSummer 2 – Year 1 Phonics Screening Tests; Year 1/3/4/5 – End of Year test

Note assessment scores to be collated in Planning Books and used to inform teacher judgements of current attainment (<25% BLW 25-50% WTS, 50-85% EXP, 85+% GDS)All tests to be stored in class file and retained until end of year for moderation purposes.

Reading of HFW and Year 1/ 2 (year 3/SEN as needed) words to be updated each term.Year 1 YARC – Autumn/Spring/Summer – information from this to be used to support teacher judgements.

Following teaching the school curriculum must be RAG rated on the server (this is to enable easy monitoring by subject lead and SLT) Red <50%Amber 50-80%Green 80+%Note - Amber and red rating must lead to consolidation within the term or following term


Half term assessments to be tailored to the curriculum the children have been covering.End of year tests to be relevant to curriculum taughtSENDCo to PIVAT children once a term with class teacher and SEN support if needed.

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Tracking




teacher.EYFS Nursery and Reception use

2simple to record formative observations of the children in their play (Child initiated and adult initiated).Observations are made by teachers and teaching assistants.Some aspects may be recorded as a class list to ensure the focus of the observations moves the learning of the children forward.Class lists of key observations, e.g. HSC going to toilet independently will be kept in planning booksNest steps identified may be addressed ‘in the moment’ or become part of the daily reflection to inform future provision.Objective led planning uses assessment information to plan for bespoke needs of flexible groups of children.

Baseline assessments will be carried out in the autumn 1 for both Nursery and Reception children.In reception the focus will be on validating judgements from previous providers and using judgements from our nursery children to consolidate baseline outcome for all 17 areas.

Each term teacher judgements for all 17 areas will be made and recorded on the school tracking grid.

New admits to nursery (4/5 termers) will have a baseline in the first 6 weeks of their start date.

RWI assessments will be carried out every 6 weeks in reception.

Children are heard read 1:1 and judgements made about stage changes at this point.

Child’s reading stage to be recorded in planning books.

Reading and spelling of HFW and common irregular words to updated each term (Reception and nursery if appropriate)

Moderation of judgments takes place in standards meetings, phase meetings, cross school and LA.

Daily reflection, Standards Meetings (once a fortnight) and phase moderation will provide the forum to discuss pupil development stages and identify provision needs in line with the EYFS curriculum.Where possible Nursery and Reception to share some PPA time to ensure progression from Nursery to Reception.

SEN children will be identified as early as possible in EYFS where their age does not match the outcomes against development matters. Curriculum provision and daily routine may be bespoke to their needs.

NOTE – for the assessments carried out at the end of each half term the question of the appropriateness of the test should be raised if children are scoring <25%. These children are significantly below so the reflections should consider a possible SEND need or a teaching need.

Uniformity of approach

When administering assessments, ‘normal’ classroom practice should apply. For example, we should be encouraging children to sound out words or break them into syllables to spell accurately. Questions should be read to the children, if needed, in all assessments other than a reading assessment to ensure reading does not create a barrier to success. Children who need longer to complete assessments or support scribing should be accommodated. Teacher judgement should be used when deciding on groupings for assessments, i.e. as whole class or in smaller groups. See Appendix 3 for additional information.

During summative assessment weeks (last week of autumn 1, autumn2, spring 1, spring 2, summer 1 and week3/ 4 of summer 2) teachers should plan for independently accessible tasks for children to carry out which will consolidate prior learning in the year to date.

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Self-Assessment

We recognise the value on children self-assessing their own work in all subjects and the subsequent independence and deeper learning this supports. The following are used to support self-assessment:

Teacher modelling of correcting, checking, proof reading, edit to support understanding. Opportunities to respond to immediate feedback in lessons. Resources to support self-assessment and improvement, e.g. spelling word mats, display. Red pen to edit writing in year 2-6 Peer support to work collaboratively on assessing work.

Intervention/SEND

Assessments of attainment and progress towards ARE for ALL pupils will, for some, require next steps beyond Quality First Teaching. In these instances, the ‘Graduated Approach to Access Intervention’ (below) must be adhered to. The Teaching Assistant delivering interventions will feedback on the impact on a daily/weekly basis to ensure it is meeting the child’s needs.

Evidence of how planning is altered, as a result of assessments/interventions/learning plans, will be monitored as part of the Teaching and Learning Monitoring Cycle (see Appendix 1)

Graduated Approach for Accessing and Tracking Intervention

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Quality First Teaching in all subjects - focused teaching of all groups, flexible groupings (across abilities and mixed abilities), formative assessments.

Targeted Support - Daily formative assessment (based on EYFS observations /daily assessment meeting; marking and observations KS1 and 2) identify need for post teaching/challenge teaching/pre-teaching for key groups to be carried out by class teacher.

Short term Intervention Need Identified– Pupil is making slow progress or is not on track according to teacher assessments (RWI assessment/YARC/testbase arithmetic/spelling tests/mental maths) and tracking systems for ARE (2simple or Behaviour watch). Shared with Leadership at Standards Meetings or sooner.

Intervention Programme Identified – In discussion with SLT appropriate intervention programme identified. Time on programme specified with baseline and exit assessments used to measure impact of the programme.

Further Needs Assessment – Above interventions stages are not impacting upon progress and attainment. Further support needed (SEN). Consultation with SENDCo to outline LP to further address needs of the child.

Assessment

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Appendix 1 – Monitoring and Assessment Timetables (Autumn/Spring/Summer)

Monitoring Timetable 2019-20 The following timetable outlines the intentions for our monitoring for the coming year and reflects current priorities. This may change during the year. Across all monitoring will be an underlying thread of inclusive practice and how we are meeting the needs of all children with a specific focus on SEND/EAL/PP and more able. In addition, Interventions and SEN support will be monitored by Michael Wynn as SENDCo (see SEN policy for details)

Term Focus for Learning Journey/ Book

Scrutiny

Focus for Learning

Walk

Focus for Lesson Drop-ins (SLT & subject

leads)

Focus for Data Monitoring(SLT and TLRs)

Autumn 1 ARE grids and their use within E/M books.Baseline assessments in line with initial observations on 2simple

Climate for Learning across school.Displays reflecting teaching and learning policy.Break times/ lunch timesTransitions

Maths (mental oral starters)English (handwriting)RWI (new staff to phase)

Understanding of Prior Attainment/Cohort analysis/End of Year Assessment QLA (2-5) – discussed in Standards Meetings

Completion of baseline for Nursery and Reception

Pupil books (R/W/M) for use of assessment grids

Autumn 2 Eng/Maths in relation to autumn 1 assessments.Art/DTExpressive Arts and design (linked to STEAM)

Role of the Teaching Assistant/ SEN supportInclusive Practice

English (Reciprocal reading)Maths (Problem solving focus) (With LS/LW)

RWM combined—what is being done to ensure gaps are addressed for individual children.

Teacher judgements based on formative assessments – analysis based on prior attainment

Spring 1 Eng/Maths in relation to Aut 2 assessments.History & GeographyUnderstanding the World Science

Administration of mid-year tests/ mocks

ScienceFoundation subjects

Current data and projections for Statutory year groups—Rec/Y1/Y2/Y6

Governor Challenge day within Spring 1

Spring 2 Eng/Maths in relation to Spr 1 assessments.

Cross curricular spelling standards

ComputingPEMusic/RE

English (modelling writing)Maths (reasoning)Challenging More Able

Current data and projections for Statutory year groups—Rec/Y1/Y2/Y6 (based on mocks and mid-year tests from spring 1)

Moderation of assessment judgements through triangulation of learning journeys/books/assessments information/teacher judgements

Summer 1 Eng/Maths in relation to Spr 2 assessments.Communication and Language

Administration of Year 2/6 SATs

RWISpelling

Moderation of assessment judgements through triangulation of books/assessments mation/teacher judgements

Summer 2 PEPSEDPhysical Development

Healthy Term English and Maths (focus tbc)PE

Optional SATs Question Level Analysis/data analysis carried out by class teacher to inform remainder of summer and transitionTransitionUpdate of prior attainment/RWM combined data/completion of necessary case studies

Home Learning

The involvement of parents will be monitored weekly when looking at Home Learning Journals and WOW sheets. This will take place every Monday and will be led by LWW/AB. Pupils engaging in home learning will be rewarded in accordance with the teaching and learning policy

StandardsMeeting

These meetings will be held fortnightly and focus upon: Climate for learning Individual pupil needs—EWB/Learning/Attendance Current data Inclusion—SEN/EAL/PP/More Able Book/Learning Journey—H/M/L ‘health check’

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Appendix 2

Lobley Hill Primary School Pupil Standards Meeting

Class: Term: Staff Present:

PP Children: PP Children: SEND: SEND: Current Intervention:

Current Intervention:

EAL: EAL:

More Able: More Able:

Individual Needs identified

What is going well?:(Teaching and Learning practices, learning environment, interventions, support agencies, parental involvement, etc.)

.

Other actions:

Engagement and Well-being:(Identification of key children who show low levels of engagement/well-being and potential reasons for this. Identification of children who show high levels of engagement and well-being and what they respond well to – implications across the curriculum?)

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Low High

Focus for next meeting: (Highlight below or state if not below)

Possible Lines of Enquiry for Next Meeting Evidence needed to support Discussion (please be prepared to share this at the next meeting)

Meeting the needs of Disadvantaged/More Able/SEND/EAL

Planning to show differentiation/meeting of individual needsChildren’s booksLearning Journeys (2Simple)Learning Ladders

How is Quality First Teaching addressing the needs in Reading, Writing and Maths?

Discussion of children who are currently not on track for combined R/W/M from prior attainment data.Learning Ladders/2Simple currentPlanning to target the children not on track for combined R/W/MProgress evidenced in books/marking in books to move learning forwardProgress evidenced on Learning Ladders/2SimpleIntervention evidence (TA and teacher led)

What impact have interventions had on Closing the gap? Data/evidence from intervention to show progress to date (shared with Teacher via TA leading intervention)Pupil books to show progress during lessons as a result of interventionsLearning ladders for attainment/progress/curriculum gaps

How does the Climate for Learning support progress? Discussion of monitoring by DHTDiscussion linked to timetables and daily routine/staffing within classesDiscussion linked to promoting children’s independence and resilienceImpact of intervention on children accessing curriculum as a whole – books/discussionLearning walk to monitor climate.

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Appendix 3 – Administration of Summative Assessments

End of Year Tests (Year 1/3/4/5)

Tests are to be administered over two weeks as indicated on the summer term overview. Tests will be available for collection from the leadership room as and when you administer them. Keep a class list of who has taken the test and their score – ALL children must take the tests and any

children who are absent must take these on their return to school. For children working at a different year group curriculum, please ensure they take the test appropriate to

their stage of development. This test must be photocopied unless there are spares – please do not take and leave a year group short of tests.

If a child requires the test on a different colour paper please ensure this is provided for them. Administer the tests in groups wherever possible. This may be across the year group, e.g. both higher

groups together or two groups at a time. Use your judgement on what is best for the children. Read the questions if needed to the children but don’t help them to answer. Reading paper cannot have

any of it read to children! Remind children of their spelling strategies prior to the spelling test, e.g. sounding out, break down into

syllables. Children who are likely to receive extra time in year 6 (probably the lowest group of children only) should

get no more than 25%. The mark schemes are available on testbase as are the threshold scores. Once completed the analysis tool is also available on testbase.

Note – the reason carrying out the tests is to get an accurate judgment of where the children are at and the gaps for addressing between now and the end of term. It is crucial that you do not give them extra help or teach to the test before they take it.

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Roles and Responsibilities – Headteacher

Keeping up to date with current changes in education/assessment Follow LA/NCA/gov.uk guidelines for Assessment Knowledge and Understanding of Statutory Data – Baseline, SATs, Raise/dashboard Ensure correct administration of Phonics Screening/SATs/Times Tables Test Assessment Policy update and implementation Implement Monitoring and Assessment Timetables Reporting to Governors Co-ordinating, monitoring, moderation phase, school, cluster and LA Ensure Headteacher Declarations are submitted for all statutory assessments. Performance Manage DHTs

Roles and Responsibilities – Deputy Headteachers

Keeping up to date with current changes in education/assessment Follow LA/NCA/gov.uk guidelines for Assessment Lead Standards Meetings Monitoring Pupil Progress/Attainment Monitoring progress of all sub groups across school Data Analysis by year group, phase, cluster, groups Knowledge and Understanding of Statutory Data – Baseline, SATs, Raise/dashboard Lead on Curriculum Priorities and Targets linked to School Action Priorities Ensure correct administration of Phonics Screening/SATs/Times Tables Test Deliver or organise assessment related training as required Assessment Policy update and implementation Implement Monitoring and Assessment Timetables Co-ordinating, monitoring, moderation phase, school, cluster and LA Liaise with Teaching and Learning, SENDCo, Curriculum Leaders Liaise with SENDCo on Intervention Tracking Liaise with TLRs for English and Maths

Roles and Responsibilities – TLRs

Keeping up to date with current changes in education/assessment for their subject. Lead Standards Meetings when linked to their subject specifically, e.g. discussion of phonics

screening mock. Knowledge and Understanding of Statutory Data – Baseline, SATs, Raise/dashboard Lead on Curriculum Priorities and Targets linked to School Action Priorities Deliver or organise assessment related training as required

15

Assessment

Policy

Sept 2019

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Documents

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