Assessment and Feedback Policy

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1 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 on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular reports on their child s progress so that teachers, children and parents are all working together to raise standards for all our children. Aims and objectives The aims and objectives of assessment in our school are: to enable our children to demonstrate what they know, understand and can do in their work; to help our children understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for parents that enables them to support their child s learning; to provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school. Forms of assessment There are three broad overarching forms of assessment, each with its own purposes Day-to-day in-school formative assessment, to include Question and answer during class Marking of pupils work Observational assessment Regular short re-cap quizzes In-school summative assessment, for example Short end of topic or unit tests (eg Maths, spelling, reading tests) GL assessments in English and Maths (Key Stage 2 only) Reviews for pupils with SEN and disabilities Nationally standardised summative assessment, for example National Curriculum tests at the end of Key Stages 1 & 2 Phonics screening at the end of Year 1. ASSESSMENT AND FEEDBACK POLICY 1

2 Topic web plans Each class teacher creates a termly topic web plan for parents and carers, which identifies the main areas of study for that particular year group. In this plan the teacher identifies how parents can support their child at home. Target setting We set individual targets in reading, writing or maths for all our children during each academic year. We involve our children in the process of review of their targets, because we believe that this encourages them to begin to evaluate their own progress. We encourage the children to discuss this process with their parents. We communicate these to all parents with children in Years 2-6 at parents evenings in the autumn term and to all parents via the child s annual report. Recording The school follows an agreed method for recording pupil progress. See Appendix A for a complete list of assessments throughout the year at Norton CEVC Primary School. Reporting to parents We have a range of strategies that keep parents fully informed of their child s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child s work. Twice a year we offer parents the opportunity to meet their child s teacher, as well as the informal daily opportunities. At the autumn term meeting we review the targets that we have identified for their child. At the spring term meeting we evaluate the child s progress as measured against the targets. During the summer term we give all parents a written report of their child s progress and achievements during the year. In this report we also identify target areas for the next school year. We write individual comments on all subjects of the National Curriculum including Religious Education. In this written report we include a space where the children can offer their own evaluation of their performance during the year. We include a space for parental feedback. We report on all statutory assessments. Learning intention, marking and feedback to children We use a short learning intention at the beginning of a lesson, which is clear to all pupils. We identify the steps of success in order to meet the learning intention. ASSESSMENT AND FEEDBACK POLICY 2

3 We believe that feedback to pupils is very important, so we mark in order to tell children how well they have done and what they need to do next in order to improve their work. We have an agreed code for marking, as this ensures that we all mark in the same way: teachers mark in green pen when we wish children to respond in purple pen. We give children verbal feedback on their work whenever possible. When lesson time does not allow for verbal feedback, we write comments on the children s work during marking. We give written comments to children of all ages. We do not always aim these comments at the children; sometimes we write something that is useful to both parents and teachers, especially for children in the Foundation Stage, as they are often not able to read the comments. When we give written feedback to a child, we relate this to the learning intention for the lesson. We make it clear whether the objective has been met. We record this as LI met. We may use googly eyes to draw children s attention to where they could improve and comment upon next steps. Children may receive a gold award stamp on their work in recognition of their achievement that day. We encourage the children to make comments about their own work and the work of their peers. We encourage older pupils to be the first markers of some pieces of work. We allow time for reflection in lessons so that the children to absorb any comments written on their work and have time to improve their work, especially in English and Maths. Consistency All subject leaders sample children s work within their subject area. English and Maths Subject Leaders use the national exemplification materials to make judgments about the standards of the children s work. We ensure that we make consistent judgements about standards in the school through moderation of pupils work. It is each subject leader s responsibility to ensure that the samples that she keeps of children s work, reflects the full range of ability within each subject. Monitoring and review The Subject Leader is responsible for monitoring the implementation of this policy. This policy will be reviewed regularly. Signed: Stella Hart Date: September 2015 ASSESSMENT AND FEEDBACK POLICY 3

4 Calendar of assessment at Norton CEVCP School Assessment Timescale R Y1 Y2 Y3 Y4 Y5 Y6 Baseline assessments September Youngs Spelling Test October New Salford Reading Test October Common exception word checks Termly Read, Write, Inc Termly Set individual targets (Re, We, Ma) By October Inform parents of targets at consultation October meeting Moderation of pupils writing October Foundation Stage Profile assessments End of term Focus group ( Re, Wr, Ma ) By end of term Common exception word checks Termly Read, Write, Inc Termly Youngs Spelling Test February New Salford Reading Test February Moderation of pupils writing February Review individual targets (Re, Wr, Ma) By February Inform parents of reviewed targets at March consultation meeting Foundation Stage Profile assessments End of term Focus group (Re, Wr, Ma) By end of term Common exception word checks Termly Read, Write, Inc Termly National Curriculum tests May New Salford Reading Test June Youngs Spelling Test June PtE & PtM tests June Transition to secondary phase June-July Moderation of pupils writing June Review individual targets (Re, Wr, Ma) By June Focus group (Re, Wi, Ma) By July Foundation Stage Profile assessments End of term Transfer records to classes/new schools July Annual pupil reports to parents July Other assessments to include Teacher/parent/pupil comments in reading logs Guided reading assessments (minimum twice weekly with each group at KS1) Review reading/writing/maths targets (MUST be checked at least termly) Check spellings (weekly tests and common exception words checks Y1-6) Monkey Maths/Reading Rockets/Writing Pencils (KS1) & Learning Ladders (KS2) Update Target Tracker at least half-termly ASSESSMENT AND FEEDBACK POLICY 4

5 ASSESSMENT AND FEEDBACK POLICY 5

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