PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

Size: px
Start display at page:

Download "PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL"

Transcription

1 PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010 Updated June 2012 Updated February 2013 Updated January 2014 Updated July 2015 Updated October 2015 Adopted by T & L & Full Governors: November 2015

2 Assessment Policy At Pedmore Technology College we recognise there are three broad overarching forms of assessment, each with its own purposes A Day-to-day in-school formative assessment, for example: Question and answer during class Marking of pupils work Observational assessment Regular short re-cap quizzes Scanning work for pupil attainment and development B In-school summative assessment, for example: End of year exams Short end of topic or unit tests Reviews for pupils with SEN and disabilities C Nationally standardised summative assessment, for example: End of KS4 external examinations A The purposes of day-to-day in-school formative assessment For pupils: In-school formative assessment helps pupils to measure their knowledge and understanding against learning objectives and wider outcomes and to identify where they need to target their efforts to improve. For parents: In-school formative assessments provide parents with a broad picture of where their children s strengths and weaknesses lie and what they need to do to improve. This reinforces the partnership between parents and schools in supporting children s education. For teachers: In-school formative assessment forms an integral part of teaching and learning. It allows teachers to understand pupil performance on a continuing basis. It enables teachers to identify when pupils are struggling, when they have consolidated learning and when they are ready to progress. It supports teachers to provide appropriate support or extension as necessary. It also enables teachers to evaluate their own teaching of particular topics or concepts and to plan future lessons accordingly.

3 For school leaders: In-school formative assessment provides a level of assurance for school leaders so that problems will be identified at the individual level and that every child will be appropriately supported to make progress and meet expectations. B The purposes of in-school summative assessment For pupils: In-school summative assessment provides pupils with information about how well they have learned and understood a topic or course of work taught over a period of time. It should be used to provide feedback on how they can continue to improve. For parents: In-school summative assessments (Key Periodic Reviews KPRs) are reported to parents to inform them about the achievement, progress and wider outcomes of their children across a period, 4 x per year. For teachers: In-school summative assessment enables teachers to evaluate both pupil learning at the end of an instructional unit or period (based on pupil-level outcomes) and the impact of their own teaching (based on class-level outcomes). Both these purposes help teachers to plan for subsequent teaching and learning. For school leaders: In-school summative assessment enables school leaders to monitor the performance of pupil cohorts, to identify where interventions are required and to work with teachers to ensure pupils are supported to achieve sufficient progress and expected attainment. C The purposes of nationally standardised summative assessment For pupils and parents: Nationally standardised summative assessment provides information on how pupils are performing in comparison to pupils nationally. For parents: Nationally standardised summative assessment also provides parents with information on how the school is performing in comparison to schools nationally. This enables parents to hold schools to account and can inform parents choice of schools for their children.

4 For teachers: Nationally standardised summative assessment helps teachers understand national expectations and assess their own performance in the broader national context. 1. Governance, management and evaluation of assessment The Deputy Headteacher Curriculum & Assessment is responsible for ensuring the assessment policy is maintained and followed. The Senior Leadership Team and Subject Leaders are responsible for monitoring the effectiveness of assessment practices in the school through lesson observation, learning walks & work scrutiny. The effectiveness of this policy is evidenced through it having a positive impact in contributing towards student progress and attainment measured in terms of end of KS, KPR and other assessment outcomes. moderation of assessment data takes place within departments to ensure consistency and accuracy of assessment judgements at the time of KPR entry For school leaders and school governors: Nationally standardised summative assessment enables school leaders and school governors to benchmark their school s performance against other schools locally and nationally, and make judgements about the school s effectiveness. 2. Information about how assessment outcomes will be collected and used Student data is formally collected and recorded 4 times per year for years 7 10 and 6 times per year for yr 11. Subjects will also collect data from class tests, homeworks and end of unit assessments to provide formative information to inform future learning the data is used to identify student underachievement so appropriate interventions can be implemented to address student learning deficits The information is shared with students and parents through either Interim or Progress reports The data entered on to the school system is moderated and quality assured within departments to ensure it accurately reflects a child s attainment

5 3. Arrangements for ensuring teachers are able to conduct assessment competently and confidently The Deputy Headteacher responsible for staff CPD coordinates staff requests for professional development opportunities on assessment. Cross subject Year based work scrutinies are scheduled every half term where staff marking & feedback are quality assured Departmental moderation and standardisation takes place in department meetings which are scheduled regularly in the QA calendar As a PiXL school we stay abreast of current good practice around assessment and disseminate this through weekly staff CPD sessions as appropriate 4. Day-to-day in-school formative assessment At Pedmore we recognize that students possess different academic abilities on entry. We use summative KS2 assessment data to set appropriate and challenging KS4 targets. Formative assessment is embedded and is an integral part of our T&L strategy to ensure students make the progress they need to meet their targets. Subjects use formative assessment to assess knowledge, skills and understanding, and to identify gaps and misconceptions. This will then drive the ensuing teaching. This will include the use of rich question and answer sessions during lessons to evaluate pupil understanding. Pupils respond to teacher assessment (marking and feedback) through the Green pen / red pen learning dialogue in exercise books and generically through student voice. Where appropriate and relevant student suggestions / proposals are then incorporated into our assessment practice. Our SEND students are assessed appropriately and effectively in line with the purposes and principles of inclusive assessment.

6 5 In-school summative assessment KPR assessment outcomes are shared with parents via Interim / Progress reports (x4 pa)to help them support their children s learning. Summative assessment is an important tool which provides information so teachers can target future learning to address student misconceptions/deficits in their learning Our formal summative assessment procedures (KPRs) readily demonstrate where progress is being made over both the short and long term for individuals and groups of students. We use certain specific external tests to benchmark / validate known student data. Eg CAT tests To triangulate KS2 data - in yr 7, Salford reading tests to gauge reading ages in yr 7 & 8, PiE tests in English to calculate literacy ability in yrs 7&8 We support the accuracy of our teacher summative assessment through the use of standardized tests Eg KS4 exam pro. We use past KS4 exam papers and assess rigidly against mark scheme and examiner reports. A number of staff are employed as assessors/ markers for examination boards which validates accuracy of assessment in those particular subjects.

7 Recording Rationale To accurately report & record student attainment and progress Procedures/Expectations Staff o There are 4 points in the academic year when Key Periodic Review (KPR) data is entered into the school system to record a student s attainment and Progress. o Subject staff ensure the level/grades each for KPR is entered into the data proformas inside the front cover of student exercise books, together with an A(bove) O(n) B(elow) target indicator(appendix 1) and for Yr 7 onto a flight path tracker (Appendix3 ) Students o Students record KPR outcomes for all onto their subject data sheets after each KPR and indicate whether they are Above/On/Below target and onto their flight path tracker (Appendix 3). Monitoring and Evaluation Subject Leaders will ensure that o Levels/grades and A.O.B indicator are entered correctly onto student data sheet to provide an indication of a child s attainment & progress. Reporting

8 Rationale To provide students and parent/carers with information relating to a child s performance in a language which is readily understandable 3 times a year. Procedures and Expectations o Each child receives 3 reports per year; 1 Progress and 2 Interims. o For all reports KPR data is used to provide an indicator of whether a child is A(bove), O(n) or B(elow) their expected target. o For subject specific Progress Reports staff are expected to provide; a general comment, targets for improvement together with an indication of proficiency in the relevant skills associated with the subject. Monitoring and Evaluation o Subject Leaders check the reports written by colleagues in the department using corporate monitoring grids in their designated weekly Quality Assurance time.

9 Marking & Feedback Rationale The feedback of pupils work is an important Assessment tool which is essential for both progression in pupil learning and effective teaching. Giving specific feedback helps pupils to understand how they can improve. Good practice is promoted through regular, accurate and consistent marking by all staff as part of a whole school approach to teaching and learning. Procedures/Expectations Staff should; (see Appendix 2) o Regularly mark/feedback to students regarding their work using green ink o Expect a student response to the above feedback in red (learning dialogue) o Employ detailed, peer, self-assessment + skim marking as appropriate o Use verbal feedback to inform learning (evidenced by stamp in books) o Correct literacy errors o Grade/level work after formal (summative) assessments o Create time for reflection in lessons (Fix it time) o Indicate an A2L numerical grade (as appropriate) Students o Respond in red ink to engage in the learning dialogue following the return of marked work o Engage in fix it time to secure their learning Monitoring/Evaluation o Marking & Feedback regularly monitored & evaluated by Subject Leaders Feedback to SLT in LMMs.

10 Appendix 1 PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL Subject: Assessment Grades My minimum Target Grade for the end of Key Stage 4 is Target Grade A*-G or 9-1 KPR1 Target Grade Progress A(bove) O(n) B(elow) A2L 1=Outstanding 2=Good 3=Requires Improvement 4=Poor KPR2 KPR3 KPR4 Interim Report 1 Interim Report 2 Progress Report

11 Appendix 2 PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL How will my work be assessed? An A2L Grade (as appropriate) eg: A2L = 2 1 Outstanding 3 Requires Improvement 2 Good 4 Poor A GCSE grade 9-1 or A*G A comment on what you have done well, where appropriate A comment on how to improve, where appropriate A comment on your literacy skills, where appropriate Peer Assessment Self-Assessment Verbal Feedback Marking Symbols // New Paragraph Spelling correction T Target Punctuation error Correct response N Numeracy Marking of books is a dialogue between the teacher and the student Green Pen= Teacher Red Pen= Pupils

12 Target Setting Rationale To set appropriately challenging yet achievable targets for students to ensure they fulfil their academic potential and so achieve success. Procedures/Expectations Staff: o All students have GCSE targets based upon their KS2 levelled outcomes A*-G or 9-1. o At KPR data capture points staff enter an appropriate grade to indicate current attainment and report as to whether students are A(bove), O(n) or B(elow) in relation to achieving their KS4 generated target. Students o Engage & work to achieve/exceed target grades Monitoring/Evaluation o Targets monitored by Subject Leaders and SLT Appendix 3

13 Assessment Without Levels Pedmore Technology College & Community School

14 Ofsted will expect to see evidence of pupils progress with inspection informed by the school s chosen pupil tracking data. Sir Michel Wilshaw Back ground The Government s decision to remove National Curriculum levels and leave individual schools to decide how to measure has caused concern for many schools. With levels removed and the focus now on raising achievement for every pupil, schools will have to choose whatever measure of pupil attainment & progress they feel is most appropriate, schools will now have the freedom to implement their, own assessment frameworks but will also still be required to have some form of monitoring system in place to report progress to Ofsted and to parents. Life After Levels How it works at Pedmore

15 At Pedmore in year 7 we use a child s KS2 SATS outcomes as their start point from which a formalised GCSE grade 9-1 is then set. For some non - core subjects a subject specific baseline test is taken by Yr 7 students in the Autumn Term to create a target which may differ from the formalised SATS driven grade. However should a child then continue with that non core subject at KS4 then the formalised grade will be adopted. Across the 8 data capture points across KS3 ( Years 7 & 8 ) a child s subject teacher indicates whether the child is A(bove), O(n) or B(elow), at that specific point in time, as to whether they will achieve that KS4 target grade This information is mapped on a flight path chart in the front of each child s exercise book and in their assessment folder. This visual information is shared with parents at consultation evenings This system of tracking allows progress to be monitored from Year 7 through to the end of Year 11 and underperformance to be identified English Flight Path

16

Wordsworth Primary School Assessment Policy

Wordsworth Primary School Assessment Policy Wordsworth Primary School Assessment Policy Rationale The primary purpose of assessment is to make informed professional judgements about pupils and their progress and therefore optimise the learning of

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy At Coombe Boys School we believe that assessment is an integral part of the learning and teaching process. Assessment is a diagnostic, formative and summative

More information

Assessment Policy. Policy

Assessment Policy. Policy January 2016 Assessment Policy Review June 2017 Maria Fidelis Convent School believes that assessment is an integral part of teaching and learning, and an important element of the professional responsibility

More information

Nanaksar Primary School Assessment Policy September 2013

Nanaksar Primary School Assessment Policy September 2013 Nanaksar Primary School Assessment Policy September 2013 Where reference is made to parent this means: All natural parents, whether they are married or not Any person who, although not a natural parent,

More information

Assessment and Feedback Policy

Assessment and Feedback Policy NORTON CEVC PRIMARY SCHOOL ASSESSMENT AND FEEDBACK POLICY Introduction We believe that effective assessment provides information to improve learning and teaching. We give our children regular feedback

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

Marking and Assessment Policy

Marking and Assessment Policy Rationale Effective assessment is essential to quality teaching and learning. Assessment for Learning (AfL) is a fundamental tool utilised by the school to raise attainment and accelerate progress. Regular

More information

ASSESSMENT AND MARKING POLICY

ASSESSMENT AND MARKING POLICY ASSESSMENT AND MARKING POLICY Role Name Contact via Designated Teacher for Assessment & Marking Mr Richard Booth Head Teachers office Main school office Tel 0208-304-8311 Deputy Designated Teacher Head

More information

2015 Marking, Feedback and. Assessment Policy

2015 Marking, Feedback and. Assessment Policy 2015 Marking, Feedback and Assessment Policy Review Framework The policy should be reviewed every three years This policy was originally created on: School staff were consulted on this document in: This

More information

The John Fisher School. Assessment, Recording and Reporting Policy

The John Fisher School. Assessment, Recording and Reporting Policy The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed

More information

St Margaret of Scotland Catholic Primary School

St Margaret of Scotland Catholic Primary School St Margaret of Scotland Catholic Primary School Assessment Policy 2015 Policy Ratified on 14.07.15 Review date: July 2016 1 LEARNING WITH JESUS IN FAITH, HOPE & LOVE Rationale Assessment is fundamental

More information

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity

More information

The Tiffin Girls School ASSESSMENT AND MARKING POLICY

The Tiffin Girls School ASSESSMENT AND MARKING POLICY The Tiffin Girls School ASSESSMENT AND MARKING POLICY September 2013 1. The principles of effective assessment and feedback In order to enable our students to achieve highly we: 1.1 Share and review learning

More information

Trinity Academy Newcastle. Assessment Policy

Trinity Academy Newcastle. Assessment Policy Trinity Academy Newcastle Assessment Policy Ethos At Trinity Academy we do not see ability as permanent or pre-determined. There is opportunity for all students to achieve and succeed in every lesson and

More information

Assessment for Learning and Marking Policy. Assessment for Learning

Assessment for Learning and Marking Policy. Assessment for Learning Assessment for Learning and Marking Policy Assessment for Learning Introduction AfL is the process of seeking and interpreting evidence for use by students and teachers to decide where the students are

More information

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017 TEACHING FOR LEARNING POLICY AND FRAMEWORK Last Revised: January 2015 Next Revision: January 2017 Rationale At Harris Girls Academy East Dulwich we believe that meeting the needs of each individual learner

More information

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best Hillcrest School and Community College Achieving Our Best Assessment, Marking and Reporting Policy Ratified by governors - June 2014 Reviewer Mr N Szygowski Equality issues considered Next review date

More information

Assessment and Marking policy

Assessment and Marking policy Assessment and Marking policy Key Principles of Assessment at The Royal Docks Community School We aim to apply the following five groups of key principles at Royal Docks consistently across the school.

More information

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy The love of Jesus Christ is at the heart of all we do. We provide

More information

MARKING AND ASSESSMENT POLICY

MARKING AND ASSESSMENT POLICY MARKING AND ASSESSMENT POLICY Created By: C Graham Date: September 2014 Signed: Chair of Governors Rationale To provide a clear and effective policy for marking and assessment across the federation that

More information

Marking Policy (New Policy September 2014)

Marking Policy (New Policy September 2014) Marking Policy (New Policy September 2014) Date of Original Policy: September 2013 Member of Staff Responsible: Andrew Matthews, Assistant Head Standards and Achievement Review Date: May 2016 Approved

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Marking Policy and Procedures

Marking Policy and Procedures ST ALBANS GIRLS SCHOOL Sandridgebury Lane, St Albans, Herts, AL3 6DB Tel: 01727 853134 Fax: 01727 831157 e-mail: admin@stags.herts.sch.uk www.stags.herts.sch.uk A Specialist School in Business, Enterprise

More information

Marking Policy. Page 1 of 6. Date agreed by Governors: July Date of Review: June Member of Staff Responsible for the Policy: KLF

Marking Policy. Page 1 of 6. Date agreed by Governors: July Date of Review: June Member of Staff Responsible for the Policy: KLF Marking Policy Date agreed by Governors: July 2014 Date of Review: June 2014 Member of Staff Responsible for the Policy: KLF Date of next review: June 2015 Dissemination of the Policy: All staff and Governors,

More information

Assessment Policy (including Marking and Feedback)

Assessment Policy (including Marking and Feedback) Stamford Green Primary School Assessment Policy (including Marking and Feedback) Agreed at (please indicate with a * ): Full Governing Body Meeting Children and Learning Committee Meeting * Resources Committee

More information

Assessment and Marking Policy

Assessment and Marking Policy Assessment and Marking Policy 1. Whole-school Assessment September 2015 1.1. All assessment and is conducted with a view to improving the learning of pupils and support their rapid progress. 1.2. This

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

Hurworth School Assessment, Recording and Reporting Policy

Hurworth School Assessment, Recording and Reporting Policy Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last

More information

Serlby Park Academy Marking Policy

Serlby Park Academy Marking Policy Together we are stronger.. Serlby Park Academy Marking Policy Serlby Park Academy recognises that the marking of pupils work is essential for the progress and attainment of pupils. Written feedback provided

More information

Parkfields Middle School POLICY 1

Parkfields Middle School POLICY 1 Parkfields Middle School POLICY 1 to flourish, learn & grow Incorporating: Assessment, Marking, Monitoring & Evaluation, Home-Based Activities (previously Enrichment). TEACHING AND LEARNING POLICY We will

More information

Assessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards

Assessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards The process of assessing, recording and reporting is required to: Inform students, parents and teachers of attainment and progress being made by students in all areas of the curriculum. Allow realistic

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy 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

More information

MARKING POLICY. Belvoir High School and Melton Vale post 16 Centre

MARKING POLICY. Belvoir High School and Melton Vale post 16 Centre MARKING POLICY Policy and Procedures Belvoir High School and Melton Vale post 16 Centre Date 16 October 2014 Signed by Chair of Trust (Mr B Lovegrove) Supporting Belvoir High School and Melton Vale post

More information

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

LEP Assessment Booklet

LEP Assessment Booklet LEP Assessment Booklet Assessment without levels 0-19 - a whole school approach Contents Letter Early Years Key Stage 1 and 2 Key Stage 3 GCSE changes 1 Dear Parent/Carer, There is much change going on

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES Assessment, Recording and Reporting Guideline Dated May 2015 Review Period 3 Years Curriculum Author DS CHRISTLETON HIGH SCHOOL ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES 1 Introduction 1.1 Every

More information

KINGS SCHOOL ASSESSMENT & REPORTING POLICY. Policy Reviewed by: JCK Jun 2014 Approved by Governors Curriculum

KINGS SCHOOL ASSESSMENT & REPORTING POLICY. Policy Reviewed by: JCK Jun 2014 Approved by Governors Curriculum KINGS SCHOOL ASSESSMENT & REPORTING POLICY Policy Reviewed by: JCK Jun 2014 Approved by Governors Curriculum Jul 2014 Committee To be Reviewed 3 Yearly Jul 2017 1. PROCESS KINGS SCHOOL ASSESSMENT AND REPORTING

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

ASSESSMENT AND MARKING POLICY

ASSESSMENT AND MARKING POLICY ASSESSMENT AND MARKING POLICY Policy approved by Date approved Review due Person responsible Assessment and Marking Policy Sirius Academy North seeks to implement assessment practices which: Assumes that

More information

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress Assessment and Marking Policy The aim of this policy is to outline whole-school Assessment and Marking guidelines in order to promote consistency across the school, to allow flexibility in the development

More information

Tracking Pupil Progress and Target Setting Policy. May 2013

Tracking Pupil Progress and Target Setting Policy. May 2013 Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting

More information

Marking Policy. Quality Teaching

Marking Policy. Quality Teaching Clearly focussed learning intentions and success criteria Positive classroom climate based on trust and high expectations Marking Policy Quality Teaching To ensure the pupils at Dene House primary school

More information

Acle Academy WHOLE SCHOOL MARKING POLICY

Acle Academy WHOLE SCHOOL MARKING POLICY Acle Academy WHOLE SCHOOL MARKING POLICY Adopted: 17 th October 2011 Next Review: Autumn Term 2014 Aim To establish a consistent approach to the way the learner s work is marked, so that students feel

More information

Rebecca Brindley. Tel: Draft

Rebecca Brindley. Tel: Draft Document Control Author/Contact: Rebecca Brindley Tel: 0121 323 2221 Document Reference: Marking and Assessment Policy Version 01 Status Draft Publication Date September 2015 Related Policies Review Date

More information

AWL (Assessment without Levels) Mr Robinson Deputy Headteacher

AWL (Assessment without Levels) Mr Robinson Deputy Headteacher AWL (Assessment without Levels) Mr Robinson Deputy Headteacher Aims of the session The Government rationale behind the changes The implications on Thornhill increased expectations The decisions we have

More information

Marking & Feedback Policy

Marking & Feedback Policy Marking & Feedback Policy Associated Policies Review Period:- Annual Review Completed:- January 2015 Policy Manager:- AH T&L Next Review Due:- January 2016 Approval Authority:- Curriculum THE CORBET SCHOOL

More information

Achievement of pupils at the school

Achievement of pupils at the school Achievement of pupils at the school 1. This section deals with academic achievement. Other, broader aspects of achievement, such as those reflected in the spiritual, moral, social and cultural development

More information

Rygaards International Secondary School Assessment, Recording and Reporting Policy

Rygaards International Secondary School Assessment, Recording and Reporting Policy Rygaards International Secondary School Assessment, Recording and Reporting Policy ASSESSMENT The purpose of assessment The purpose of assessment is to enhance the quality of teaching and learning. Assessment

More information

Dene Community School MARKING AND FEEDBACK POLICY. September 2014

Dene Community School MARKING AND FEEDBACK POLICY. September 2014 Dene Community School MARKING AND FEEDBACK POLICY September 2014 OFSTED Outstanding criteria for Quality of Teaching and the Use of Assessment to Support Learning states; The most important role of teaching

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Lyminster Primary School. School Development Plan

Lyminster Primary School. School Development Plan Lyminster Primary School School Development Plan 2015-2016 1 Outline of Key Priorities 2015-2016 Priority One: Improve outcomes for all pupils in Phonics in Y1 & 2. Improve progress made all pupils in

More information

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better Improve the quality of teaching, by: Teaching and learning review focusing on

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy

BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy School Ethos, Vision & Values Mission Statement BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy At Briercliffe Primary School we endeavour to provide the very best possible all-round education for

More information

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014 Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Monitoring & Evaluation Policy Co-ordinator: Policy Produced by: Mrs K Brooks Mrs K Brooks Adopted by staff: Autumn

More information

Marking and Feedback Policy. Date: October Executive Headteacher: Sarah Watson

Marking and Feedback Policy. Date: October Executive Headteacher: Sarah Watson Marking and Feedback Policy Date: October 2014 Executive Headteacher: Sarah Watson 1 The only thing we learn from the past is how little we ve learned from our mistakes. Geog Wilhem Friedrich Hegel Blessed

More information

Assessment, Recording and Reporting

Assessment, Recording and Reporting Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.

More information

May Assessment Policy

May Assessment Policy May 2016 Assessment Policy The Principles and aims of assessment Why do we assess learning? Assessment is an integral part of teaching and lies at the heart of promoting our pupils education. The 2015

More information

Regina Coeli Catholic Primary School. Mathematics Action Plan 2013-14

Regina Coeli Catholic Primary School. Mathematics Action Plan 2013-14 Regina Coeli Catholic Primary School Mathematics Action Plan 2013-14 MATHEMATICS ACTION PLAN Ensure improved and consistent progress for all pupils of all ages and abilities across the school with particular

More information

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders AfL with APP: developing collaborative schoolbased approaches AfL with APP: developing collaborative school-based approaches First published in 2009 Ref:00824-2009PDF-EN-01 Disclaimer The Department for

More information

Assessment, Marking and Feedback Policy

Assessment, Marking and Feedback Policy Assessment, Marking and Feedback Policy 2016-17 1. Aims Hobart High School is characterised by high expectations of student attainment and progress. Accordingly, assessment, marking and feedback help to

More information

Marking and Feedback Policy. Marking and Feedback Policy

Marking and Feedback Policy. Marking and Feedback Policy Marking and Feedback Policy Marking and Feedback Policy 1 Rowhill School Marking and Feedback Policy At Rowhill School we believe feedback and marking should provide constructive guidance to every child,

More information

Marking Policy This policy was ratified/reviewed by Governors on:

Marking Policy This policy was ratified/reviewed by Governors on: Marking Policy This policy was ratified/reviewed by Governors on: Date: 8 th July 2014 - Approved by Governors Date: Date: Frequency of Review: Every 3 years 1 Contents: 1. Rationale 2. Aims of the Policy

More information

St Edward s Church of England Primary School. Marking Policy

St Edward s Church of England Primary School. Marking Policy St Edward s Church of England Primary School Marking Policy October 2013 St. Edward's Church of England Primary School 1.0 INTRODUCTION MARKING POLICY This policy is intended to ensure consistency across

More information

Marshfield CE VC Primary School. Learning Together, Inspiring Each Other, Achieving Our Best. Assessment Policy

Marshfield CE VC Primary School. Learning Together, Inspiring Each Other, Achieving Our Best. Assessment Policy Marshfield CE VC Primary School Learning Together, Inspiring Each Other, Achieving Our Best Assessment Policy At Marshfield Primary School we believe that in order for children to be successful learners

More information

We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed:

We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed: At Mattishall Primary, Children s progress is closely monitored so that we can provide the best possible opportunities and highest levels of support for all children. All assessment activities are undertaken

More information

Assessment Policy for Pyrgo Priory Primary School

Assessment Policy for Pyrgo Priory Primary School Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers

More information

Target Setting: Technical Guide. The Axholme Academy

Target Setting: Technical Guide. The Axholme Academy Target Setting: Technical Guide The Axholme Academy Target Setting and Progress Tracking How are targets set for my child? At The Axholme Academy, all students are given aspirational targets to aim for

More information

BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY

BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY Date of last review: Summer Term 2013 Date of next review: Summer Term 2016 School Based Policy MARKING POLICY Bishop s Hatfield Girls School has a variety

More information

Hillocks Primary and Nursery School

Hillocks Primary and Nursery School Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move

More information

The Market Weighton School Feedback and Marking Policy

The Market Weighton School Feedback and Marking Policy The Market Weighton School Feedback and Marking Policy Policy Author Cliff Smith / Richard Harrison Date Policy Written May 2013 Date Policy Adopted by the Governing Body November 2013 Updated September

More information

Oswald Road Primary School

Oswald Road Primary School Oswald Road Primary School Marking Policy The governing body adopted this policy on: It will be reviewed in 2 years Signed: Signed: (Acting Headteacher) (Chair of Governors) Making and constructive feedback

More information

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Gladstone Primary School. Grammar, Punctuation and Spelling Policy

Gladstone Primary School. Grammar, Punctuation and Spelling Policy Gladstone Primary School Grammar, Punctuation and Spelling Policy Date Approved by Governors January 2016 Date for Next Review January 2019 1 Gladstone Primary School Grammar, Punctuation and Spelling

More information

Hallsville Primary Assessment policy

Hallsville Primary Assessment policy Hallsville Primary Assessment policy 2013-14 1 Hallsville Primary Assessment Policy Rational Assessment forms the basis of good practice in Teaching and Learning. It informs the teacher of where the children

More information

Whole School Assessment, Marking and Homework Policy

Whole School Assessment, Marking and Homework Policy Page1 Whole School Assessment, Marking and Homework Policy Page2 Aim To establish a consistent approach to the way the learner s classwork and homework is assessed and marked, so that students feel valued

More information

Marking and feedback for learning policy

Marking and feedback for learning policy Marking and feedback for learning policy Mission statement We are proud to be a happy, diverse and inclusive school where everybody matters. School Aims Helping to challenge inspire and motivate each other.

More information

Firm Foundations for the Future Assessment for Learning & Marking Policy

Firm Foundations for the Future Assessment for Learning & Marking Policy Firm Foundations for the Future Assessment for Learning & Marking Policy September 2012 RAVENSWORTH C.E. PRIMARY SCHOOL ASSESSENT POLICY Firm Foundations for the Future What is assessment? Helping children

More information

MAIDEN ERLEGH SCHOOL IN READING

MAIDEN ERLEGH SCHOOL IN READING MAIDEN ERLEGH TRUST ASSESSMENT & REPORTING POLICY (Including Target Setting and Monitoring) Including local arrangements for MAIDEN ERLEGH SCHOOL IN READING INIITAL APPROVAL May 2015 REVIEWED Page 1 of

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

Whole School Marking and Feedback Policy

Whole School Marking and Feedback Policy Whole School Marking and Feedback Policy July 2014 (next review date July 2017) Sherburn High School Garden Lane Sherburn in Elmet LS25 6AS Sherburn High School Marking and Feedback Policy Assessment for

More information

COMMITTEE: LEARNING THE ARRETON AND OAKFIELD FEDERATION MARKING AND FEEDBACK POLICY

COMMITTEE: LEARNING THE ARRETON AND OAKFIELD FEDERATION MARKING AND FEEDBACK POLICY COMMITTEE: LEARNING THE ARRETON AND OAKFIELD FEDERATION MARKING AND FEEDBACK POLICY 2016-2018 COMMITTEE: LEARNING DATE: DATE OF REVIEW: JANUARY 2018 The Arreton and Oakfield Federation Marking and Feedback

More information

School Improvement Policy

School Improvement Policy School Improvement Policy Adopted: April 2014 Review: April 2018 Policy 2010 The Eveleigh LINK Academy Trust School Improvement Policy 1 Introduction 1.1 This school improvement policy follows guidance

More information

Marking and Feedback Policy for Tranmere Park Primary School Author: Mrs K Finley Date written: January 2015 Ethos

Marking and Feedback Policy for Tranmere Park Primary School Author: Mrs K Finley Date written: January 2015 Ethos Marking and Feedback Policy for Tranmere Park Primary School Author: Mrs K Finley Date written: January 2015 Ethos Our marking policy is based on good practice in assessment and recording, and is one of

More information

Mathematics. Introduction

Mathematics. Introduction Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics

More information

Pensby High School Marking Policy

Pensby High School Marking Policy Pensby High School Marking Policy Rationale Marking should serve a single purpose to advance pupil progress and outcomes. The quality of marking can have a significant impact on attitudes to learning,

More information

Working Together at the Downley School. Progress and Achievement

Working Together at the Downley School. Progress and Achievement Working Together at the Downley School Progress and Achievement Attainment and Progress the difference explained The National Curriculum is a statutory document that we must adhere to. Children s progress

More information

A Parent s Guide to Understanding Student Progress at KS3

A Parent s Guide to Understanding Student Progress at KS3 A Parent s Guide to Understanding Student Progress at KS3 Contents What are we doing at Abbey Grange to respond to the new Ofsted criteria?...3 What is a level?...4 What is a level of progress?...4 What

More information

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP First published

More information

Quality Marking Policy

Quality Marking Policy Quality Marking Policy 2015-2016 Background Information St.Ambrose Catholic Primary School presently has 256 girls and boys aged 3-11 on role who mostly come from the residential areas of Speke and Hale.

More information

Southend Virtual School Looked After Children s Pupil Premium Policy 2015/16

Southend Virtual School Looked After Children s Pupil Premium Policy 2015/16 1. Introduction Southend Virtual School Looked After Children s Pupil Premium Policy 2015/16 The Pupil Premium Grant for looked after children is available for the financial year 2014-15 in order to raise

More information

Marking and Feedback Policy

Marking and Feedback Policy Marking and Feedback Policy Rationale Excellent teaching and assessment are central to students high attainment. Marking is regarded as an integral part of the continuous dialogue between teachers and

More information

Effective Marking & Feedback Policy

Effective Marking & Feedback Policy All Saints Church of England Primary School Effective Marking & Feedback Policy Introduction Feedback is one of the most powerful influences on learning and achievement (Hattie and Timperley 2007, Review

More information

Teacher Performance Management Policy

Teacher Performance Management Policy Teacher Performance Management Policy Date of Review: September 2015 Approved by: Trust Board Next Review Date: September 2016 APPLICATION OF THE POLICY The policy applies to the Executive Headteacher,

More information

Marking and Presentation Policy

Marking and Presentation Policy ALDERWOOD Marking and Presentation Policy Initiated: November 2006 Reviewed: April 2009 March 2012 To be reviewed every two years Marking policy 050509 ALDERWOOD Marking and Presentation Policy Index Page

More information

Helmingham Community Primary School. Marking and Feedback Policy

Helmingham Community Primary School. Marking and Feedback Policy Helmingham Community Primary School Marking and Feedback Policy Written by: Gaynor Bakewell Date: February 2016 Approved by:.. Date of approval:... To be reviewed February 2019 1 Marking and Feedback Policy

More information