Keir Hardie Primary School. Assessment and Marking Policy

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1 Keir Hardie Primary School Assessment and Marking Policy

2 Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching and learning. As a result all pupils are continually assessed as they progress throughout the school from Nursery to Year 6. Assessment provides clear evidence of how each pupil is progressing in every area of the curriculum. It recognises and acknowledges the achievement of each individual pupil and provides the foundation for future learning. Improving learning through assessment has been shown by research to rest on the following key factors: The provision of effective feedback to pupils; The active involvement of pupils in their own learning; Adjusting teaching to take account of the results of assessment; A recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; The need for pupils to be able to assess themselves and understand how to improve. Aims and Objectives As a school we aim: To provide formative assessment: the positive achievement of pupils is recognized and discussed and the appropriate next step is planned. To provide diagnostic assessment: through which barriers and misconceptions are scrutinized and classified so that appropriate help and guidance is planned and provided. To provide summative assessment: for the recording of the overall achievement of pupils in a systematic way. To provide evaluative assessment: for monitoring aspects of teacher s work and responding to this by updating policies and practices. Foundation Stage In the Early Years Foundation stage a baseline assessment is recorded for all children entering Nursery and Reception after the first four weeks. This is recorded using the month bands of the Early Years Outcomes. Data is then collected at the end of both the Autumn and Spring Terms and a final assessment is completed in the Summer Term. Data is entered and tracked in target Tracker. 2

3 Age related expectations are as follows: Nursery On Entry: beginning Nursery End of Autumn: working within Nursery End of Spring: secure Nursery End of Summer: beginning Reception on Entry: beginning Reception End of Autumn : working within Reception End of Spring: secure Reception End of Summer: ELG s working within The Foundation Stage co-ordinator and teachers analyse pupil progress according to age-related expectations in pupil progress meetings held 4 times a year. They identify areas for development, including groups/individuals, and plan strategies and interventions to accelerate progress and improve attainment. All Reception teachers attend LA moderation training annually and at the end of Reception they assess pupils on the Early Learning Goals, using the Foundation Stage Profile as well as commenting on the key characteristics of effective learning in their reports to parents. Judgments are made based on evidence collected through child initiated learning and adult led tasks. This evidence takes the form of observation notes, photographs and work which is collated in Special books in Nursery, and Profile books, literacy books and maths books in Reception. Foundation Stage Profile information is shared with Year One teachers in transition meetings. Children who are not yet ready to work within the National Curriculum are identified and the Early Years Foundation profile is used to plan for these children in the first half of the Autumn term. Key Stage 1 & 2 Four times a year teachers assess and award a Band judgement in Speaking and Listening, Reading, Writing, Numeracy and Science. These teacher assessment levels are recorded on Target Tracker. Learning groups meet 4 times a year with an assessment lead from the Senior Leadership Team to analyse the data, identify areas for development, including groups/individuals, and plan strategies and interventions to accelerate progress and improve attainment. Age-related expectations are as follows: Year 1 End of Autumn term: Band 1 beginning End of Spring term: Band 1 working within End of Summer term: Band 1 secure 3

4 Year 2 New National curriculum to be used from September 2015 End of Autumn term: Level 1A Band 2 beginning End of Spring term: Level 2C Band 2 working within End of Summer term: Level 2B Band 2 secure Year 3 End of Autumn term: Band 3 beginning End of Spring term: Band 3 working within End of Summer term: Band 3 secure Year 4 End of Autumn term: Band 4 beginning End of Spring term: Band 4 working within End of Summer term: Band 4 secure Year 5 End of Autumn term: Band 5 beginning End of Spring term: Band 5 working within End of Summer term: Band 5 secure Year 6 New National curriculum to be used from September 2015 End of Autumn term: level 4c Band 6 beginning End of Spring term: level 4c/4b Band 6 working within End of Summer term: level 4b Band 6 secure Statutory Assessment Procedures At the end of Reception the school submits a data return to the Local Authority reporting on the Early Years Foundation Stage Profile results pupils are awarded a score of 1 (emerging), 2 (expected) or 3 (exceeding) in relation to the Early Learning Goals. At the end of Year 2 and Year 6 the school submits a data return reporting on the results of the SAT s. Until September 2015 assessment in Year 2 and Year 6 will still be in the form of Levels after which they will be assessed on the new national curriculum. Data Analysis Data (including external analysis from Raise online and FFT) resulting from the statutory/non-statutory tests and teacher assessments is used to inform the targetsetting process, track the progress and narrow the gap for individual pupils/groups/cohorts as they work through the school, and provide information about whether a child should be placed or removed from intervention groups/sen register. The senior leadership team and core subject leaders analyse the end of year data before writing the school development plan and subject action plans. Looking at the data in detail helps the school to identify particular areas for development. These can then be used to guide monitoring and accountability procedures throughout the course of the year. 4

5 Target Setting Pupils were expected to make at least two levels progress (12 APS) in English and Mathematics from Year 2 to Year 6, and attain Level 4+ in English and Mathematics by the end of Year 6. Pupils were expected to gain at least 2 sub levels (4 APS) a year in Key Stage 2 and 3 sub levels (6 APS) in Key Stage 1. Pupils are expected to make at least 6 steps of progress (1 Band) per year in the new curriculum. Pupils will be expected to progress through the age appropriate Band each year thereby achieving a secure Band 6 at the end of Year 6. Targets are set in the autumn term of each year, for the percentage of current year five pupils who will achieve level 4 or above in English and Maths at the end of Key Stage 2. A percentage target is also set for the number of pupils expected to achieve level 5 and level 6. In addition, targets will be set for the percentage of pupils who will achieve level 2 or above in the statutory assessment tasks and tests at the end of Key Stage 1. A percentage target is also set for the number of pupils expected to achieve level 3. During Autumn pupil progress meetings and performance management target setting meetings achievement is discussed and targets set for each cohort in relation to end of year age related expectations. During Parents Evenings, teachers share personalised curricular targets for individual pupils. Parents meetings are held and information distributed which provide clear guidelines on the end of year curriculum expectations in core subjects for each year group. Parents receive written reports on their child s progress in the Summer Term. Formative Assessment Formative assessment (Assessment For Learning) is an intrinsic element of the teaching and learning cycle. Long term, medium and short term plans feature clearly defined learning objectives and success criteria against which children s learning can be assessed and progress measured on a continuous basis. This ongoing assessment is used to inform further planning to ensure that lessons match the needs of all children. Objectives and success criteria are shared with the children in each lesson and they are encouraged to assess their own progress. There are a variety of AFL strategies embedded at Keir Hardie, including: sharing specific learning objectives and generating success criteria with the pupils, using a range of questioning to assess learning and identify misconceptions, using big questions to stimulate discussion, developing pupil-led learning opportunities, using marking as a tool to identify success and areas for development and building in reflective learning at the end of a lesson to digest new learning and identify next steps. 5

6 Assessment of Foundation Subjects Foundation subjects are taught with the focus on developing skills whilst teaching the new national curriculum content. Teachers use the new National Curriculum Bands to assess the pupils in relation to age related expectations. Data is entered twice a year into target tracker and subject leaders track the progress and attainment of pupils throughout the school. Inclusion Assessment provides an opportunity for the identification of children who require intervention (SEN CoP, intervention, catch up sessions, Booster classes) and those who require further challenge. The senior leadership team meet 4 times a year to analyse the progress and attainment of all children and adapt the intervention map appropriately. Respect for cultural and linguistic diversity is recognised by all teachers in all aspects of assessment and where possible and appropriate assessment on entry can be undertaken in a pupil s first language. Marking At Keir Hardie Primary School we mark using double ticks, for progress and success, and highlighting (KS1) to indicate areas for development. This system ensures that pupils receive immediate, positive feedback in the form of double ticks and know what their next steps are in the form of highlighting. As well as this, pupils receive positive comments about their work linked to the learning objective, success criteria, or their individual targets. Highlighting is supported by an achievable target which is followed up immediately or in the next lesson. Children need time to reflect and respond to marking on a regular basis in all areas of the curriculum. Where necessary marking may also comment on presentation; however this is in addition to learning feedback. Layered targets Layered curricular targets are used in Mathematics and Literacy in order to address key areas for development within a group, class or set, and incorporate 3 or more differentiated objectives. These also enable teachers and pupils to reflect on learning and identify next steps. They are displayed in classrooms and changed throughout the year to reflect the progress of the group/class/set. Phonics Each half term, Read Write Inc. Phonics assessments are carried out by the Phonics lead and a small team of teaching assistants. Based on the results of the assessments, phonics and comprehension groups are reorganised accordingly. Reading Reading is assessed by looking at the Reading is Fun books, observations made during comprehension, phonics and literacy lessons, reading evidence from across the curriculum and from teachers and teaching assistants listening to children read individually. 6

7 Writing Writing is assessed by looking at evidence of pupil s writing from across the curriculum, pupils should produce at least 3 pieces of sustained writing across all curriculum areas this may be in Science, Topic, RE, literacy or extended writing books. In Year 2 and Year 6 three pieces of writing per half term should be levelled using the old curriculum level criteria. Maths Maths is assessed by looking at evidence in maths books, mental maths books and maths across the curriculum e.g. in science books. Assessment tasks and checks on the Active Learn website may be used to support judgements. Speaking and Listening Speaking and listening are assessed across all areas of the curriculum using the Band criteria on target tracker. Science Science is assessed using evidence from Science lessons and using the Band criteria on target tracker. Foundation Subjects Foundation subjects are assessed using evidence gathered from the creative curriculum and subject specific lessons, topic books, sketch books, RE books and project homework. Moderation/Work Scrutiny Moderation exercises are undertaken in staff meetings and planning meetings in order to ensure accuracy of assessment. Also the monitoring schedule enables senior leaders and subject co-ordinators to gain an overall perspective of standards of learning and teaching within the school. Reviewed: Summer 2015 Date of Next Review: Summer 2016 This policy was reviewed by the co-ordinator and the Head Teacher. Governor s Signature: Print Name: Date: 7

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