Assessment, Recording and Reporting Policy

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1 St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides the basis for continuity and progression. The process of assessment is designed to assist the teacher. It is an integral part of the Early Years Foundation Stage (EYFS) and National Curriculum statutory procedures. Aims We believe that if assessment is to be effective it should: offer all pupils an opportunity to show what they know, understand, can do and need to develop assist the child as a learner enable the teacher to plan more effectively to advance the learning process ensure that there is continuity and progression between year groups provide school with information to evaluate work and set appropriate targets help inform parents so that they can be more involved in their child s progress At St Peter s Infants School we see assessment as having two equally important aspects, assessment for learning and assessment of learning. Assessment for Learning: At St Peter s Infants School, Foundation Stage pupils are assessed against the scale points using the Early Years Foundation Stage (EYFS) Profile. Evidence is gathered of children s knowledge, skills, understanding and attitudes and this is used to assess children s development and progress towards the Early Learning Goals. In Key Stage 1 (Years 1 and 2), Assessing Pupil s Progress (APP) is used to assess pupils progress based on the assessment focuses (AFs) that underpin National Curriculum assessment in mathematics, science, reading, writing, and speaking and listening. These formative assessments enable teachers to: track pupils' progress from start of the EYFS through to the end of Year 2 use diagnostic information about pupils' strengths and weaknesses. make level judgements for each of the core National Curriculum subjects: APP supports teachers in providing a broad curriculum and reviewing pupils on-going work in order to make judgements in relation to their progress to National Curriculum levels. This is an ongoing process throughout the school in order to facilitate pupil progress and improve teaching and learning. It is part of the day to day classroom activity and forms part of a teacher s planning. Planning Planning is done at three levels: Long-term plans provide an overview of the units of work which are covered throughout the Foundation Stage and Key Stage 1 in each subject area, divided into termly topics. There is a one year topic cycle to ensure progression in National Curriculum coverage. Plans ensure a clear progression throughout the school of the programmes of study, ensuring a broad and balanced curriculum is delivered. In the Foundation Stage, coverage towards the Early Learning Goals is carefully mapped within topics. Each class teacher ensures that the curriculum offered matches the needs of the pupils in their class.

2 Medium term plans are provided in schemes of work. Teachers plan for each subject, identifying clear learning objectives, Early Years Foundation Stage and National Curriculum references, suggested activities, resources, differentiation and assessment opportunities. This planning informs teachers weekly planning and paces the learning for the term. Each class teacher is responsible for identifying the progression within their class. These are intended to be working documents and are continually being reviewed and amended in the light of teacher evaluations, pupil performance, resources and Government/ County training and guidelines. A termly topic overview is produced and provided for parents at the start of each term. Short Term (daily/weekly) Teachers recognise the range of needs and abilities within their class. They select appropriate activities and resources, which take account of pupil s prior learning. Teachers outline assessment methods appropriate to learning objectives and planned activities. They have strategies for sharing their learning objectives and assessment criteria with the pupils. The assessment takes into consideration a range of teaching techniques and assessment approaches, which reflect pupils different learning styles. Teaching and Learning Learning intentions and success criteria are shared with the children both orally and when appropriate, are displayed in the classroom or written on work by the teacher or teaching assistant. Teaching techniques and assessment methods take into account and reflect pupils individual learning styles and evidence of formative assessments are collected through: observation questioning talking and listening samples of work allowing pupils to evaluate and assess their own work marking work children presenting work to others e.g. during plenary sessions The information gained from these ongoing formative assessments helps teachers plan the next step in children s learning for the whole class, groups or individual children. We believe that children should be involved in the process of assessment for learning. We ensure that pupils know what they are supposed to be learning, what they have achieved and how they can improve. Children are given opportunities to self and peer assess their work against the shared learning intention and success criteria and identify learning improvements. Marking takes into account the shared learning intention and success criteria. Children are given feedback, either oral or written (class/group/individual), and are encouraged to see how they could improve their work. Assessment of Learning: In the Foundation Stage, pupil profiles are updated three times a year, at the end of terms 1, 3 and 5. At the end of the Foundation Stage pupils are given a score based on the number of Early Learning Goals achieved. In Key Stage 1 summative assessments are made of each child s progress and achievement at the end of a unit of work, term, school year or key stage in all core subjects, ICT and RE. Teacher assessment provides a picture of the child s performance in the whole subject over a period of time. Standardised Assessment Tasks and Tests (SATs) support the teacher assessments in providing a standard, national measure of performance in selected parts of a subject on a particular day. Teacher assessments are used to track pupil progress towards their individual targets, plan appropriate learning experiences and to set curriculum targets. At St Peter s Infants School pupil progress is tracked at the end of terms 1, 3 and 5 to ensure that children are achieving their full potential and to identify any pupils requiring additional support or intervention. Throughout the year teachers use the range of formative and summative assessment information to make judgements on each child using the National Curriculum level descriptors and the Early Learning Goals.

3 At the end of each year, summative judgements are used to: compare our school s end of Key Stage 1 assessment data with local and national results tables analyse trends over a number of years. develop an action plan with implications for policy, planning and practice which formulates part of the school improvement plan. English Reading In the EYFS, evidence is used to record children's achievement against the Scale Points for the 'Reading' and 'Linking Sounds and Letters' strands of 'Communication, Language and Literacy. The School s guided reading record sheet is completed on a weekly basis for all Key Stage 1 pupils to record each pupil s skills, understanding and attitudes during guided reading sessions. At the end of terms 1, 3 and 5 this record is used to highlight the APP descriptors of the child s skills, understanding and attitudes, as evidence for the teacher assessment of the level the pupil has achieved and to inform the pupil s annual report. At the end of Year Two, all pupils are tested according to the statutory guidelines and given a National Curriculum level based on teacher assessment, supported by the results of the test. The teacher assessment is recorded on annual reports. Writing Pupils in the EYFS complete a minimum of four pieces of writing during the year and all Year One and Two pupils complete a piece of writing in their Writing Assessment Book each term. Different genre of writing are assessed throughout each year. These pieces are assessed according to EYFS scale points and National Curriculum criteria. These assessments provide the evidence for the overall teacher assessment given at the end of each year. Throughout the year, teacher s look at a range of writing, across all subjects and at the end of Terms 1, 3 and 5 use this evidence to assess pupil s progress using the Scale Points and APP assessment criteria and record these on the EYFS profiles and APP writing assessment grids. At the end of Year Two, all pupils are assessed formally according to statutory guidelines and given a National Curriculum level based on teacher assessment, supported by the results of the test. The teacher assessment is recorded on annual reports. Mathematics Pupils in the Foundation Stage are assessed against the Scale Points for Problem Solving, Reasoning and Numeracy and these are recorded in each child s individual profile. Throughout the year, teacher s look at a range of evidence of mathematical skills, knowledge and understanding, and at the end of Terms 1, 3 and 5 use this evidence to assess pupil s progress using the Scale Points and APP assessment criteria and record these on the EYFS profiles and APP mathematics assessment grids. At the end of Year Two, all pupils are assessed formally according to statutory guidelines and given a National Curriculum level based on teacher assessment, supported by the results of the test. The teacher assessment is recorded on annual reports. Science Pupils in the Foundation Stage are assessed against the Scale Points for 'Knowledge and Understanding of the World and these are recorded in each child s individual profile. Throughout the year, teacher s look at a range of evidence of pupil s scientific skills, knowledge and understanding, and at the end of Terms 1, 3 and 5, and in Key Stage 1, use this evidence to assess pupil s progress using the APP assessment criteria and record these on the APP science assessment grids.

4 ICT Individual pupil record sheets are used to record pupils ICT skills throughout the Foundation Stage, Year 1 and Year 2. The evidence collated provides the basis for the overall teacher assessed level at the end of the Key Stage. RE In the EYFS, evidence is used to assess children's knowledge and understanding against the Scale Points of the relevant strands of 'Personal, Social and Emotional Development' and 'Knowledge and Understanding of the World'. In Key Stage 1, RE is assessed at the end of each term, in the topic that has been the focus. Evidence of learning is recorded in an assessment book. The assessment activities are levelled in accordance with National Curriculum criteria and Patterns of Experience (guidance from the Diocese). Assessment for Learning strategies are used throughout the school to help children to understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim. Monitoring of Whole School Progress Pupil s work is monitored and moderated three times a year in each of the core curriculum areas by classteachers, the Curriculum Co-ordinator and the Head Teacher. The co-ordinators monitor teaching and learning through: Informal discussion with colleagues Looking at children s work Observing lessons as appropriate Looking at plans Talking to children Staff meetings are planned to monitor progress toward school improvement targets and objectives and to moderate children s work to ensure a consensus of agreement on the EYFS Scale Points and National Curriculum level achievements and policy in school. Record Keeping and Transfer of Records It is the assessment information that marks significant steps forward in children s learning that is recorded as an ongoing or formative record. Each teacher keeps ongoing records to inform their own and other s future planning. Teachers record pupil s progress against the scale points and level descriptors in all subject areas throughout the year. These records are used to plan future learning opportunities in the medium and short term by the current or future teacher. Records are designed for recording the progress of most children, but individual records are kept for some children who have specific needs e.g. those children on the SEN register. For these children, the Individual Education Plan and its review sheet form a vital part of their ongoing record. Each term, children in Key Stage 1 are assessed against the National Curriculum levels of attainments in core subjects, IT and RE. Evidence of achievement is annotated as appropriate and kept in the children s assessment books/ folders. PSHCE self-assessments are also made each term. A class Tracking and Target setting folder is maintained and held by the class teachers. This folder contains the following information: Individual pupil tracking and target setting sheet Records of cohort tracking and target setting in Reading, Writing, Maths and Science Cohort records of achievement in foundation subjects Other significant information Special Needs Special needs records are kept for children whom staff are concerned about; who are receiving support of any kind and for all children with a Statement of Educational Need. These records detail any concerns, the specific action to be taken and specific targets related to areas of weakness. Parents are informed when each termly review takes place and arrangements are made for the class teacher to discuss the plan with the parents. Records are kept in pupil files and with the SENCo.

5 More Able Pupils Individual teachers identify children who are deemed to be more able in one or more areas and plan for these children accordingly. Formative and summative assessments monitor pupil progress and indicate whether children are achieving their full potential. Target Setting Targets are agreed with the Governors each year for the school s end of Key Stage results. Individual teachers set targets in Maths and English for the whole class, groups or individuals and these are reviewed and changed when appropriate. National and local data is used to provide a realistic comparison with other schools and analysis of the information informs decisions about what to include in the co-ordinator action plans and the school improvement plan. Reporting to Parents Individual parent discussions are held in the autumn and spring terms for all Key Stage 1 parents and in the Spring Term for all EYFS parents. All parents are given the opportunity to meet with teachers to discuss their child s annual report. These discussions enable teachers to discuss a child s progress with their parents and provide an opportunity for the teacher to share the child s achievements and inform parents of areas their child needs to improve/develop and in some cases targets may be set. A written report for every child is produced at the end of every school year and is a record of curriculum coverage, achievement and future targets. Reports are sent to parents in July and in Year 2 these are accompanied by National Curriculum End of Key Stage Assessment results. Approved: 22 June 2011 Next Review: Autumn 2012

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