Assessment, Recording and Reporting

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1 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. Pupils are entitled to have their achievements recognised and their development needs identified. Aims: Through our assessment, recording and reporting policy we aim to: Recognise and celebrate pupils' achievements Provide an evaluation of what has been taught and learned, identifying pupil's strengths and weaknesses Ensure continuity and progression Ensure differentiation in planning and teaching Identify and provide for pupils with special educational needs Identify and provide for pupils who are gifted and talented Inform parents and governors Provide pupils with the opportunity to revise their work, to self assess and to set future targets Raise the expectations of pupils, teachers and parents in an effort to achieve the highest possible standards for each child. Types of Assessment: Formative: This is the ongoing assessment carried out by teachers both formally and informally during a unit of work. This type of assessment has a direct impact on the teaching strategies and planning employed directly following the assessment. Results and are kept by the teacher and pupils. Summative: These assessments allow us to carefully monitor pupil progress through the use of standardised tests and moderated levelling. These assessments are pre-determined and help teachers in making 'best fit' subject levels for pupils at these particular points in the academic year.

2 Diagnostic: Certain assessment tools may be used to provide more detailed data. Further information can be obtained from the school's SENCo. Assessment and Reporting Cycle: The Daiglen School operates a detailed system of assessment, recording and reporting. EYFS and KS1 September Nursery Reception Year 1 Year 2 Baseline Baseline assessments Assessment recorded on covering Verbal Reasoning individual pupils' Development Development Matters and Early Non-Verbal Matters. Learning Goals. Reasoning November EYFS Cluster Group Meetings at various times during the year. Information shared, new actions distributed. Baseline data collected. (SEN and G and T) Consultation Ongoing recorded using '2 Build a Profile'' App. pieces put in Profile. moderation EYFS Cluster Group Meetings at various times during the year. Information shared, new actions distributed. Baseline data collected. (SEN and G and T) recorded using '2 Build a Profile' App. pieces put in Profile. (SEN and G and T) in Reading (teacher assessed/app), (APP/Kirklees). and put in (SEN and G and T) in Reading and - Past KS1 SATS papers to be used. and put in

3 December February March May June recorded using '2 Build a Profile' App. pieces put in Profile. moderation Daiglen School Nursery Assessment (to correlate with KS1 results). recorded using '2 Build a Profile' App. pieces put in Profile. moderation. recorded using '2 Build a Profile' App. pieces put in Profile.. EYFS moderation meeting for local schools. Teacher Assessed Early Learning Goals (Emerging, Expected, Exceeding). recorded using '2 Build a Profile' App. pieces put in Profile.. in Reading (teacher assessed/app), (APP/Kirklees). and put in in Reading (teacher assessed/app), (APP/Kirklees). a nd put in. in Reading and - Past KS1 SATS papers to be used. and put in. in Reading and - Past KS1 SATS papers to be used. and put in July

4 KS2 September November Years 3 and 4 Year 5 Year 6 Verbal Reasoning Verbal Reasoning Verbal Reasoning Non-Verbal Reasoning Non-Verbal Reasoning Non-Verbal Reasoning (SEN and G and T) (SEN and G and T) (SEN and G and T) December February March May in Reading, and Papers to be used for Reading for Fiction and Non-fiction and put in in Reading, and Papers to be used for Reading. for and secondary school transfer choice in Reading, and Papers to be used for Reading for (teacher assessed and put in in Reading, and Papers to be used for Reading. for June Exam week Exam week in Reading, and Past KS2 SATs Papers to be used for Reading for Fiction and Non-fiction (teacher assessed and put in in Reading, and Past SATs Papers to be used for Reading. Past KS2 SATs paper to be used for KS2 SATS Externally moderated

5 July report to parents report to parents report to parents The results of our formal summative assessment programme are for school use only and are not reported on unless necessary. The end of year report contains National Levels in Reading, and for pupils in Year 1 to Year 6. Any pupils deemed to be under performing may undergo further screening tests (see Special Needs Policy). Pupils gaining full marks in standardised tests in September may sit the paper belonging to the year group above in March, in order to give a more true reflection of their attainment and progress. This is carefully monitored and tracked. Moderation: All form teachers take part in the moderation of assessed writing levels. A school portfolio of moderated writing levels is being developed. Reading and follow QCA/SATs exemplification materials, or published assessment mark schemes, in order to establish levels of attainment. For EYFS, pupils' attainment is moderated at a local school's meeting in May. Staff attend moderation meetings and courses to ensure our judgements are in line with other schools. Recording: Formative ongoing assessments, both formal (e.g. spelling tests, mental maths tests) and informal, are recorded in teachers' mark books, plans and pupils' exercise books (e.g. marking comments). EYFS are recorded using the '2 Build a Profile' App. Summative assessments occur at defined periods of the academic year and results are recorded on SchoolBase (except EYFS). Pupils' results are tracked throughout their school career at Daiglen. End of year summative assessments are also recorded on summer term reports. EYFS data is recorded at the end of the academic year and reported to parents and the local authority. Our expectation is that over the course of their schooling at Daiglen, pupils progress by an average of two National Curriculum levels per year. Reporting: s' Consultation are scheduled in October and March, although any concerns of teachers or parents may be discussed in an arranged meeting at any point during the academic year. After these meeting Nursery parent receive meeting notes. Profile reports, commenting on English and Mathematics, are sent to parents at the end of the Autumn and Spring terms for pupils in Reception to Year 6. Full reports for all from Nursery to Year 6 pupils are sent to parents at the end of the summer term, these outline pupils' progress in all areas of the curriculum, and extra-curricular activities, at The Daiglen School. Pupil Matters are discussed once a term in a staff meeting. An 'Area of Concern' sheet for relevant pupils is completed in this meeting and a copy is kept by Mrs Bradfield and Mrs Fitchett. Gifted and Talented pupils and pupils with English as an Additional Language are also included on these sheets. s should be made aware as soon as possible of any concerns about a pupil's academic, social or emotional progress and a specific programme implemented after consultation with the Special Needs Department (see Special Needs Policy).

6 In the junior school termly reports, effort grades from 1-5, and attainment grades from A to E, are given as follows: Effort 1: Consistently tries very hard, is enthusiastic and attentive in class, contributing fully to lessons; presents work to a high standard and completes homework punctually. 2: Consistently good all-round effort; ; attentive and tries hard in lessons; good standards of presentation are maintained. 3: Applies a satisfactory level of effort and usually completes tasks to an acceptable standard, but sometimes needs to be reminded about presentation; work could be improved with a more determined effort. 4. Often lacks motivation and interest; consistently unsatisfactory standard and presentation of work; class and homework often not completed on time; can make negative contribution to class activities. 5 Lacks motivation or interest; poor organisation and presentation; poor effort applied and may be disruptive in class; fails to pay attention, producing only incomplete, poorly presented or inaccurate work. Homework often not handed in; has failed to respond to encouragement or warnings from staff. Attainment A: Excellent standard of work at all times: thorough, detailed and meticulous; rarely makes mistakes, always demonstrates a high level of understanding; assimilates new ideas easily; consistent high scores in tests. B: Work completed to a good standard; learns quickly from mistakes; shows a good understanding of topics studied; good scores in tests. C: Work completed to a satisfactory standard; sometimes needs reinforcement; has occasional difficulty retaining factual information; makes some careless errors, average scores in tests. D: Work set may be at a less challenging level than average; needs extra help to understand and apply new concepts; below average scores in tests. E: Individual work set at a more basic level; demonstrates poor understanding and difficulty in applying new concepts; not coping with all the curriculum demands; test results poor. Autumn and spring term attainment grades should take account of class work and informal assessments during that term. A C grade for attainment is to be given for a Daiglen satisfactory/average, therefore A grade students must be excellent and B grade students very good. Children in a lower set or group would be expected to gain a C or below. An E would not be given under normal circumstances and parents are made aware of any child achieving this poorly. Measures would have been put in place to support the child. For the end of year full report, effort and attainment grades must take account of class work for the summer term, and also the examsks2 SATs results. Non examined subjects receive an attainment grade based on the term s work (for exemptions please see Mrs Bradfield) Class Positions from 1 5 for KS2 are given in the end of year report. Class Position for KS2 must be worked out by the form teacher as follows: Attainment grades for subjects are allocated points thus: A being the highest score of 10, and D- being 0. Grade Points Grade Point A 10 C+ 5 A- 9 C 4 B+ 8 C- 3 B 7 D+ 2 B- 6 D 1

7 English and grades are to be given double weighting, therefore the points for these must be doubled before adding to the total. So a C+ for history = 5, but for English C+ = 10. The points for all subjects are totalled and the pupils with the highest 5 scores are given class positions 1-5 on their reports. Role of Subject Co-ordinators: To compile subject portfolios containing examples of levelled work, and examples of differentiated work for SEN and Gifted and Talented pupils etc. Role of Assessment Co-ordinator: To order VR, NVR, and Reading s annually and to distribute to staff in September and February. To liaise with and English Co-ordinators, head teacher and EYFS/KS1 department leader regarding the ordering of CPG papers and KS1 and KS2 SATs papers. To collate results of summative assessments and enter data on SchoolBase. To track pupils attainment. To order standardised maths and reading tests used to assess any potential pupil considering entry to Daiglen. To keep a record of attainment of those pupils assessed for entry into Daiglen. To carry out the Daiglen Nursery in May in order to highlight any concerns/able pupils in concurrence with the Nursery Manager. To carry out any requested pupil /assessments in consultation with the SENCo. To keep abreast of new developments in assessment etc and lead school development where necessary. To liaise with other school s assessment co-ordinators. Monitoring and Evaluation: Assessment, recording and reporting procedures should be monitored regularly in order that they remain meaningful and manageable. Policies and procedures may change in light of new initiatives. Review: March Lisa Demetriou Next Review: March 2017

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