Hillocks Primary and Nursery School

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1 Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1

2 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move children on in their learning. Continued monitoring of progress gives a clear picture of what each child has remembered, what skills have been learned and what concepts have been understood. All these help to inform future planning. Aims To provide an evaluation of what has been taught and learned, identifying pupils strengths and weaknesses To track individuals and cohorts throughout and between schools to monitor their progress. To identify pupils with special educational needs. To provide pupils with the opportunity to review their work and to self assess. To provide information for parents, governors and outside agencies. To raise the expectations of pupils, teachers and parents in an effort to achieve the highest possible standards for each child. Methods of Assessment 1. Statutory assessment National Tests At the end of each key stage, assessments are finalised according to statutory procedures. 2. Other Summative Assessments In Key stage 1 and 2, all children are assessed against expectations for their year group in maths and English. Progress made towards end of year expectations is assessed and recorded in December and March. The final assessment takes place in June and this ascertains whether children are working towards expectations for their year group; working within expectations for their year group or are working at greater depth. The following are used to support summative assessments:- National curriculum tests in reading, GPS and maths. In writing, independent work and cross curricular writing are used alongside Hillocks target booklets to support judgements. The White Rose termly maths assessments NCETM mastery documents (maths).nfer non verbal reasoning in Years 3 and 5 At the beginning of the year reading and spelling ages are assessed, using the Salford reading test and the Young s Spelling test. These results are used to inform the intervention programmes used by the school. Children are reassessed on completion of a programme. 2

3 3.Teacher Assessments Key Stage 1 and 2 At the beginning of each lesson, the learning objective is shared with the children. It is referred to during the lesson and in the plenary. Where appropriate, pupils are encouraged to judge the success of their work and that of their peers. Assessment is on going throughout lessons; skillful questioning is used alongside a variety of response techniques. Planning is adapted as necessary. Use assessment information gathered by TAs. Mark pupils work to check understanding and diagnose misunderstandings. (See marking policy) Foundation Stage In F1 children are baselined using Development matters development bands. Within these, they are judged as either entering, developing or secure within the 17 Aspects. Best fit judgements are made about the seven Areas of Learning and Development. Children are baselined within three weeks of entry. Assessments in all aspects are updated at the end of every term. Entry and exit data for F1 is calculated using this information. Observations are recorded on Orbit (a digital recording system). Adult-led small group and focus activities are also assessed. Parental/carer view of the child s learning and progress is sought at Parental Consultation events in both F1 and F2. Each child s next steps are based on the monitoring of progress and tracking and are planned for weekly in F1. The F2 baseline assessment takes place within 6 weeks of starting school. Progress and tracking continue to be monitored in F2. Phonics and maths sessions are assessed and evaluated. Judgements are made against the 17 Aspects on a termly basis. Observations are recorded on Orbit as in F1. The Early Years Foundation Stage Profile sums up each child's development and learning achievements at the end of the EYFS. It is based on ongoing observations and assessments in all seven Areas of Learning and Development. Each child's level of development is described as emerging, expected or exceeding against 17 Aspects of Learning. Judgements are made from observation of consistent and independent behaviour, predominantly in children's self-initiated activities and are recorded using e-profile. At the end of F2 the results are transferred to the LA. Subject Specific Assessments (in addition to the summative assessments) English The children are given spellings weekly (high frequency words and topic words); these are tested in a range of ways. Phonic trackers are used half termly in key stage one and year 3, with more detailed phonic assessments carried out where necessary. Key word/ tricky word assessments take place termly in KS1 and where appropriate in KS2. Evidence for reading is collected in a variety of ways including information provided by the Hillocks target booklets and written work. In KS1 and Y3, a running record is used to decide whether a child is ready to move on to the next book level. (This is also used throughout KS2 with some children) 3

4 Detailed reading records of each child are kept by the class teacher and a record of the specific praise and prompt given during one-to-one reading is noted. This information is also shared with parents in reading diaries. Mathematics Teachers record misconceptions identified in lessons or through marking. These are then addressed either in small group or individual work with an adult. Teachers also carry out their own assessments and tests and keep informal records of these. Moderation The assessment of writing is moderated across the school. A range of approaches are used including: Teachers working in pairs or small groups to reach agreements. The whole staff working on the same piece of writing Agreed members of staff sampling writing from each cohort In year 6, moderation is also carried out between schools. Target Setting Numerical targets have been set for the current year 6 in reading, writing and mathematics. Numerical targets for other year groups will be set when more information is available from the DFE. Targets set for Key Stage One children are based on assessments carried out prior to the October half term in year one. In key stage 2, targets are based on performance at the end of KS1 and revised accordingly should children make accelerated progress. Fisher Family Trust data is also used to support target setting in KS2 only. Curricular Targets In KS1 and 2, children have Hillocks target booklets. These are used to record when objectives have been met. Through marking teachers are also able to set targets and inform children of next steps. Where appropriate, success criteria are shared with the children enabling them to judge progress towards their targets. The targets are also shared with parents. Records Records of progress against objectives are entered into the Eazmag assessment system three times a year. Specific factors such as gender, FSM, SEN, EAL, EM, LA, start date and attendance are recorded on EAZmag. The data is used to track progress at both school and pupil level. School level data is analysed by the assessment coordinator and a report is produced each term. A school profile is maintained for each child containing: records from previous schools, the foundation stage profile and SEN documents as appropriate Teachers also keep their own informal records and an intervention record for each child which is passed on at the end of the year. 4

5 Progress Pupil progress meetings are held after each assessment period. Class teachers meet with the head teacher and the assessment coordinator to discuss pupils who are causing concern. Reports from Eazmag alongside teacher assessments and observations are used to support this process. Provision is then made for these children; this could be in the form of altering classroom organisation, intervention groups, liaising with parents or outside agencies. After half a term, short follow up meetings are held to discuss impact. Where an intervention takes place, children are assessed on entry and exit. This data is in the form of English and maths ages. Tests used to collect this data are: Sandwell Numeracy test Puma Maths test Daniels and Diack reading test Suffolk reading test Salford reading test Reporting Verbal Parents Evenings are held in the autumn and spring terms. Parents have the opportunity to discuss their child s progress with the class teacher. School records are used to inform these meetings. Parents are also encouraged to meet with their child s teacher whenever necessary. Reporting to parents in both formal and informal ways is seen as important by the teaching staff at Hillocks in developing a partnership with parents. Written The report format provides opportunities for comments by the class teacher and the head teacher. Our reports provide information on children s progress and achievements throughout the school year. The reports are written in the summer term, near the end of the school year. They follow the agreed procedures laid down by legislation and report all legal requirements. A child s attendance record is noted as well as authorised and unauthorised absences. Opportunity is given to parents to discuss the report with the class teacher and to give written comments. Home/reading records Children have a home school reading record for adults in school and parents to comment where necessary. 5

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