Assessment Policy. Date of next review: September 2016

Size: px
Start display at page:

Download "Assessment Policy. Date of next review: September 2016"

Transcription

1 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 Signature

2 Rationale At Broadoak Primary School we believe that in order for all our children to be successful learners then assessment for learning must be at the heart of everything we do. The primary purpose of assessment is to inform the next steps in teaching and learning in order for us to ensure every individual fulfils their maximum potential. Assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learnt. It is also the means by which pupils understand what they have achieved and what they need to work on. At Broadoak we have a robust assessment and tracking system, which reflects the National Curriculum 2014, and uses a carefully planned combination of formative and summative assessment. Following a transitional phase last year we have moved away from the old assessment system of levels and for the start of the academic year we have a system based on end of year expectations across all year groups. Formative assessment creates a positive learning environment where children can see the steps necessary for their own success. It enables teachers to set appropriate work at the level necessary for the children s continuing progress. Summative assessment is important for accurate information regarding a child s attainment and progress. It informs whole school target setting and prediction of a cohort s future attainment. Aims and Objectives The aims and objectives of this policy are: To raise the standards of achievement throughout the school by identifying gaps in learning To maintain accurate records of the progress and attainment of individual children and cohorts To ensure consistency in assessing achievement and identifying achievable and challenging targets for each child To enable the active involvement of pupils in their own learning To enable teachers and other professionals to use assessment judgements to plan work that accurately reflects the needs of individual pupils To provide regular, reliable information for parents about how their child is performing and provide clear next steps for learning that they can support at home To provide parents with information about the whole school s performance To provide the information that allows school leaders and governors to make judgements about the effectiveness of the school and to evaluate the school s performance against its own previous attainment over time and against national standards To celebrate progress and set ambitious targets for attainment and achievement

3 To work in school and also externally within the cluster to moderate outcomes between schools to ensure consistency of judgements To make sure that as a school we keeping up with external best practice and innovation through networking with other schools Types of assessment At Broadoak Primary, we use a combination of formative and summative assessment as outlined below: Formative Assessment (Assessment for Learning AfL) Formative assessment is a powerful way of raising pupils achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim. Formative assessments are used to: identify children s strengths and gaps in their skills/knowledge identify next steps for learning inform future planning enable appropriate strategies to be employed facilitate the setting of appropriate targets for the class, group, and individual track the child s rate of progress facilitate an evaluation of the effectiveness of teaching and learning inform future teaching and learning strategies identify individuals and groups for specific intervention support. Summative Assessment - Assessment of Learning Summative assessment (Assessment of Learnin g) is important for informing both parents and teachers of a child s attainment and progress. This will also inform whole school target setting and prediction of a cohort s future attainment Summative assessments: identify attainment through one-off standardised tests at any given point in time record performance in a specific area on a specific date provide age standardised information provide end of key stage test data against which the school will be judged ensure statutory assessments at the end of EYFS, KS1 and KS2 are met provide information about cohort areas of strength and weakness to build from in the future Assessment Methods/Materials Teachers use a range of assessment tools and materials (including analysis of children s work in books, guided reading records and results of class tests/published tests) alongside on-going focused marking and notes of pupil observations to inform their assessment of progress for individual pupils and groups.

4 Results of published tests are used to inform teacher assessments against key assessment criteria using the tracking grids for maths. These results should not be used in isolation to assess a pupils progress (See Appendix 2). Assessment in the EYFS Currently, children in EYFS are assessed against the Foundation Stage Profile and the seventeen Early Learning Goals. During the Nursery and Reception years observational evidence in the form of written observation, photographs, annotated pieces of work and learning journeys will be used to capture children s learning and inform staff planning developmentally appropriate next steps. (Formative Assessment) At the end of the Reception year children are reported as to whether they are emerging, expected or exceeding for each ELG and whether they have achieved a good level of development. (Summative Assessment) From September 2015, all children entering Reception will undergo a baseline assessment. This will be used to assess the progress of children who enter Reception year. The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of Reception year. It will be linked to the learning and development requirements of the Early Years Foundation Stage (EYFS). Broadoak Primary School uses the Early Excellence Baseline Assessment for Reception, which is an observational assessment based on good early years assessment practice. Information relating to this can be found at: Phonics Screening (Year one) In June all pupils in year one complete a phonics screening check. Pupils who do not achieve the required standard at the end of year one repeat the check at the end of year two. (Summative Assessment) Statutory End of Key Stage Assessment (Year two and Year six) From September 2015 Year two and Year six children will be assessed against the new end of key stage performance descriptors for the 2014 national curriculum. These performance descriptors will be published in the autumn of Children in year two and year six will still continue to sit test papers. In Year two, the test papers/tasks will be used to inform teacher assessment. Writing for both year two and year six will continue to be teacher assessment. National Curriculum in 2016 onwards will be as follows (Summative Assessment):

5 Year group Year 2 (All teacher assessment) Year 6 (Mix of tests and teacher assessment ) 2016 Tests/tasks 1. Reading test as part of the evidence base 2. Maths tests arithmetic and problem solving as part of the evidence base 3. Spelling, punctuation and grammar test as part of the evidence base 4. Writing teacher assessment 1. Reading test 2. Maths tests arithmetic, two problem solving papers 3. Spelling, punctuation and grammar test 4. Writing teacher assessment Assessment in Years one to six: (In addition to / other than statutory end of Key Stage tests) From September 2015 all children at Broadoak are being assessed against the new National Curriculum for mathematics using the Rising Stars Progression Frameworks on Classroom monitor, our schools assessment and tracking software. For each year group there is a set of Age Related Expectations (ARE s) for a child to meet. These are a set of statements which clearly outline the skills and knowledge which a child should achieve by the end of a particular year and are available on the schools website At Broadoak we collect summative assessment at three times a year (once a term) against the ARE s for mathematics. In order to make a judgment on the % of the ARE s a child has met each term we use a range of evidence work in books, tests, mini assessments, observations, annotated planning. Over the year the % of ARE s a pupil has met with be tracked using Classroom Monitor software to ensure all learners are making good progress At the end of the academic year, the total % of ARE s a child has met will then be converted into an end of year judgement. The end of year judgement will report as to whether a child is Beginning, Developing or Secure within the ARE s for their year group. For each end of year judgement a % of the ARE s must be met as shown below: Judgement % ARE s achieved What this means Beginning 10% - 27% This child is working below the Beginning % - 44% ARE, having met less than half the expectations. Developing 45% - 64% This child can demonstrate Developing + 65% - 84% understanding of more than half the ARE s and is almost working at the expected standard

6 Secure 85% - 92% This child has mastery of nearly Exceeding 93% - 100% all the ARE s for their year group and so are securely working at or above the expected level The AREs in Reading and Writing are equally weighted. However, the mathematics AREs are not equally weighted, with some named as key performance indicators (usually linked to understanding of number and calculations) which have a higher weighting than those relating to shape, space, measures and statistics These % have been agreed between the majority of the schools using Classroom Monitor which helps with consistency and moderation of judgements Digital records are kept for each child, using the Classroom Monitor software, indicating which ARE statements have been taught and the level of understanding independently demonstrated by the child when the statement is assessed. These records are kept for maths Each statement is RAG highlighted to show whether they have: RED been taught the statement but have only limited understanding or recall; Amber have demonstrated a satisfactory level of understanding but have not yet fully mastered the concept; or Green demonstrated complete understanding and mastery of the concepts From September 2016, all year groups will be assessed against the ARE s and this is what will be reported to parents All other Curriculum 2014 subjects will be assessed against a bespoke bank of Broadoak assessment criteria created by the school to match the needs of their curriculum, in line with the new curriculum. These will be tracked on an internal school tracking system for the academic year and will be uploaded onto classroom monitor the following year. Moderation The process of moderation is an essential part of our school assessment system. We ensure that time is set aside each term for moderation to take place. The purpose of which is to ensure that our data is accurate and consistent across the cohorts, school, and cluster. Teachers and support staff are involved in the moderation process to ensure agreement on the criteria for the ARE s in the following ways;

7 I. With colleagues in school key stage meetings, staff meetings, 1-1 with subject leaders, II. With colleagues from other network schools III. By attending LA sessions to ensure our judgements are in line with other schools Tracking Pupil Progress We use Classroom Monitor in order to record pupil data and track progress for mathematics. We report 3 times a year for maths from Year one to Year six. Pupil data is reviewed termly at Pupil Progress meetings and used to target children who are not working at ARE and for plan/evaluating intervention Senior leaders, subject leaders and the SENCO all complete an analysis of the data to review progress for their specific area of responsibility Reports / Sharing information with stakeholders Each term the governors receive an internal data report. In addition to this they receive information on statutory assessment performance Parents evenings are held twice a year where teachers share progress data with parents Parents receive at least one written report a year. In the reports the teacher will refer to the progress a child has made and the areas for development Each school will publish statutory end of Key Stage data at the end of each academic year on the school website Planning for Assessment The National Curriculum Programmes of Study and Early Learning Goals are used to guide our teaching. These documents provide us with the framework to ensure breadth and balance in our curriculum The 2014 Revised Primary Curriculum is used to inform our curriculum overview and schemes of work. We use the assessment guidance in these documents to help us identify each child s level of attainment Lessons are planned with clear learning objectives, based upon the teacher s detailed knowledge of each child. We strive to ensure all tasks set are appropriate to each child s level of ability. The format of our lesson plans ensures that our lessons are planned in detail, taking into account the needs of all pupils Teachers use focused marking to assess children s progress in relation to the planned learning objectives and set next steps to show where the child is in relation to this aim and how they can achieve the aim. Teachers use this information when planning for subsequent lessons Assessment Schedule (see Appendix 1)

8 Links to other policies and documents Please refer to: Teaching and Learning Policy Marking Policy Curriculum Policy Parents guide to assessment in school Review This policy is subject to annual review, as part of the school self-evaluation process. Its success in relation to the school s attainment targets for assessment will be evaluated as part of the annual assessment audit. The policy will be revised in line with the new action plan targets set. In order to carry out this evaluation, the Assessment Leader will keep evidence of the changes and improvements brought about by the implementation of the Assessment Policy. Lesson observation reports, scrutiny of work and marking, monitoring of planning and assessment analysis will be kept centrally in a school Assessment File.

9 Appendix 1: School Assessment Schedule EYFS / KS1 Year Group EYFS Year 1 Autumn Spring Summer Rec - Early Excellence Baseline Assessment (By ) Nur & Rec - Oct / Dec tracking against profile statements Nur & Rec - Mid Year towards profile statements / ELG s March Rec - End of Year against 17 profile points (Emerging 1, Expected 2, Exceeding 3) June Nur Final Assessment towards profile statements Rising Stars Reading, SPAG and Maths End of Year End of Year Writing Teacher Year 2 Sample Phonic Screener & Complete Phonic Tracker mathematics Sample Phonic Screener & Complete Phonic Tracker mathematics Year 1 Phonics Screener Check & Complete Phonic Tracker mathematics end of year TA judgement Rising Stars Reading, SPAG and Maths End of Year End of Year Writing Teacher Complete Phonic Tracker mathematics Complete Phonic Tracker mathematics Year 2 Phonics Screener Re- Check & Complete Phonic Tracker mathematics end of year TA judgement New SAT tests for year two

10 School Assessment Schedule KS2 Year 3, 4 & 5 mathematics mathematics mathematics end of year TA judgement Year 6 mathematics mathematics mathematics end of year TA judgement SATS Year 6 reading, maths, EGPS Teacher assessment for writing

11 Data Management Schedule Spring 2 Spring 1 Autumn 2 Autumn 1 On entry data for Foundation Stage in Nursery and Reception (Compare to prior cohorts) Senior Leaders analyse SATs results Class profiles updated and end of year targets set Parents Meetings welcome to new class Phase group assessment moderation meetings Class assessment folder updated (on-going) Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced SEN Reviews Phase group assessment moderation meetings Class assessment folder updated (on-going) Individual Parents Meetings Phase group assessment moderation meetings Class profiles updated Class assessment folder updated (on-going) Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced Phase group assessment moderation meetings SEN Reviews Individual Parents Meetings Class assessment folder updated (on-going) Summer 1 Phase group and cross phase assessment moderation meetings End of year reports produced Prepare class hand-over folders Year 6 SATs fortnight Year 2 SATs (on-going throughout the half term) Local Authority SATs moderation meetings for Reception, Year 2 and Year 6 Class assessment folder updated (on-going) Summer 2 Year 1 Phonic Screener Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced Report EYFSP to Local Authority Report Year 1 Phonic screener results to Local Authority Report Years 2 SATs results to Local Authority Report all results of statutory assessments to parents Annual reports sent to parents End of year Parent Transition Meetings Class assessment folder updated in preparation for class handover meeting (on-going) Class handover meetings (current teacher meets receiving teacher to share information

12 Appendix 2: Assessment materials, tools and tests: Reading Writing Maths Focused marking Pupil observations Book/work scrutiny Guided Reading Records Running Records (PM Benchmark) Phonics assessment materials (including flashcards, real/invented word tests, robot-talking words; sight recognition of high frequency words, past screeners) NARA tests Rising Stars progress tests Teacher planned comprehension tests/activities Focused marking Pupil observations Book/work scrutiny Writing samples (independent where possible) Phonics assessment (spelling of high frequency words; Best Bet assessment activities; observation of spelling of graphemes/alternative graphemes) Rising Stars SPAG tests Results of class tests (e.g. weekly spelling tests) Focused marking Pupil observations Book/work scrutiny Results of class tests (e.g. tables tests) Rising Stars progress tests Teacher planned tests / activities

13 Appendix 3: Contents of Class Assessment Folder Autumn Term Spring Term Summer Term English Update of Classroom Monitor tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples of phonic phase for each child (EYFS/KS1) Set new learning targets Maths On-going update of Classroom Monitor tracking grids for maths based on focused marking and observations of children s learning Set new targets Foundation Subjects Record significant progress against key assessment criteria Update Class Pupil Progress Profile English On-going update of Classroom Monitor tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples of phonic phase for each child (EYFS/KS1) Set new learning targets Maths On-going update of Classroom Monitor based tracking grids for maths based on focused marking and observations of children s learning Set new targets Foundation Subjects Record significant progress against key assessment criteria Update Class Pupil Progress Profile English On-going update of Classroom Monitor based tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples Assess phonic phase for each child (EYFS/KS1) and update phonic phase grid Year 1 Statutory Phonic Screener Year 2 and Year 6: SATs Tests - Reading, Writing and Spelling and Teacher Set new targets Progress towards ARE s and targets on End of Year Report Maths On-going update of Classroom Monitor based tracking grids for maths based on focused marking and observations of children s learning Year 2 and Year 6: SATs Tests -Written and Mental and Teacher Set new targets National Curriculum levels and targets recorded on End of Year Report Foundation Subjects Record significant progress against key assessment criteria and complete End of Year Report Update Class Pupil Progress Profile

14 Appendix 4: Marking Guidance The guidance on marking forms part of the whole school policy for assessment and is directly linked to curriculum planning. The school is committed to using formative assessment, through assessment for learning, and uses focused marking as the principle method for providing feedback to children in order to raise standards of attainment. Formative Assessment and Focused Marking: Formative assessment is based on the principle that in order to make good progress, pupils need to be clear about the next steps in learning. Teachers use focused marking to assess children s progress in relation to planned learning objectives and to identify children s strengths and gaps in their skills/knowledge. Next steps should be shared with the child, in an age-appropriate way, in order to provide feedback to the child about where they are in relation to this aim and the steps necessary to achieve the aim. Next steps information is used to inform planning for subsequent lessons and to facilitate the setting of appropriate targets for the class, group or individual. Grouping should be flexible in order for teachers to effectively address the needs of children with similar gaps in learning. Frequency of Marking Teachers should mark work regularly and wherever possible prior to the next lesson so they can match teaching to the needs of the learners using assessment for learning principles. At least once a week, teachers should write a comment alongside a next step target on the children's work in literacy and maths. The school recognises that often the best way to communicate next steps is through verbal feedback given directly to the child by the teacher; however a record of this should be made in the pupil s book, along with the next step. Children should be given the opportunity to look at and respond to the teacher's comments in an-age-appropriate way. These opportunities must be made explicit in teacher s weekly planning. Writing Focussed marking of children s writing should relate to either the specific learning objective (communicated through I can statements), or the next step target for each child. Teachers should not correct every mistake in a piece of written work, as this can be overwhelming for children and will rarely lead to an improvement. Up to three spelling errors may be corrected provided children are given an opportunity to practise them. Maths

15 The main purpose for marking maths work is to identify whether children have grasped a mathematical concept or method and to assess the steps needed to enable them to make further progress. It is often only necessary for the teacher to mark some of the calculations on a page in order to judge whether the child has understood the concept. Test Marking The school acknowledges that there is a role for testing; however teachers should ensure that test results are fed back to children individually and sensitively. Teachers are however encouraged to provide information to children on whether the mark achieved is an improvement on previous attainment. Self Assessment Teachers should provide regular opportunities for children to assess their own work and the learning of their peers. This supports children to be actively involved in their learning and to be able to identify their own targets for improvement. This may include: peer marking against the learning objective (assessing and/or marking another child s work) two stars and a wish (children identify two ways in which their work meets the learning objective and one thing that they could improve) self-evaluation (e.g. traffic lights or smiley faces to indicate how the child views their work in relation to the learning objective). Highlighting and annotating own or a peers work to demonstrate appropriate use of text features

16 Appendix Five: Target Conferences Introduction of Target Conferences Target Conferences will be introduced in all KS1 and KS2 year groups from the start of the academic year They will take place as outlined below. Broadoak Target Conferences What? They are a short meeting between the class teacher and a child to discuss personal targets for the half term (approx. 5 minutes per session) They will mainly take place individually but can be in pairs or even similar attainment groups (maximum four) The focus this year will be on mathematics and writing targets Why? Partly a response to children s questionnaire outcomes we need to find more ways to effectively share with children what they need to do in order to improve their work Target conferences provide a clear form of feedback, accessible to all year groups Children have ownership of the targets as they help create them and may be more motivated to achieve them They are tailored to individual needs Makes target setting more purposeful and supports teachers engaging children in the process Has proved successful in other settings When? They will take place during Spanish / Music sessions on Tuesdays A TA will need to support behaviour management of the class during the music session A TA may hear additional readers or complete mathematics assessments during the Spanish session Who? The class teacher will complete all target conferences this should support the teacher referring to them during teaching sessions, making purposeful links Where? In close proximity to the classroom so that children can quickly be rotated through the conferences & if any issues arise the teacher is on hand How? Each half term every child should have at least 1 x writing and 1 x mathematics target conference Each week there is approximately an hour which should allow 10 individual conferences a week, each 5 minutes long (For mathematics particularly, you may want to work in pairs / small groups to assess & set new targets this would extend the length of the conference) The first three weeks of a half term should be focused on writing targets, the next three weeks mathematics targets Please make amendments / date targets sheets in books Keep targets for each half term under current targets so the

17 learning journey is evident (Continue to use CD wallets) The conference should: Check progress against current targets (May use latest piece of assessed writing or recent independent class work to review and pick out what they are now doing or what they need to continue to focus on, may do some quick assessment using whiteboards or set up tasks) Be an opportunity to annotate target sheet together in book Set new targets (All children should have new targets at least every half term) Teacher will then type up and put in the child s book Encourage children to show you when they have met their targets Be a positive experience for children to celebrate success and focus them on their individual next steps Come from the year group objectives It may be that as children are more targets focused, some may need targets updating more frequently or an additional target setting during the half term. We aim for three targets, so it may be sensible to have three set targets and a space to add another written target in a half term if necessary. We will discuss how this process of target setting has worked following the introduction in the autumn term.

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

Stanbridge Primary School ASSESSMENT POLICY

Stanbridge Primary School ASSESSMENT POLICY Stanbridge Primary School ASSESSMENT POLICY Signed (Chair): Name: Date: Signed (Head): Name: Date: Ratified: by Governing Body on Next Review: Every two years Sept 2017 Equality Impact Assessment (EIA)

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

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 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

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

Rickley Park Primary School Assessment Policy (March 2015)

Rickley Park Primary School Assessment Policy (March 2015) A Co-operative Academy Rickley Park Primary School This policy should be read in conjunction with the Teaching and Learning Policy, Feedback and Marking Policy, Early Years Policy andteacher Appraisal

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

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

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

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

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

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

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

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

Assessment Without Levels

Assessment Without Levels Assessment Without Levels From September 2014, the Government made a huge change in the way that children in schools were to be assessed, tying in with the New National Curriculum that started to be used

More information

LCPS. Assessment Policy

LCPS. Assessment Policy LCPS Assessment Policy 2014-2015 Assessment Procedures Lakeside Community Primary School As of September 2014, the DfE have removed assessing with levels for learners in primary schools. Schools are to

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

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

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

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

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

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 without Levels - Age Related Bands

Assessment without Levels - Age Related Bands Assessment without Levels - Age Related Assessment lies at the heart of the process of promoting children s learning. It has a clear purpose at Great Easton Church of England Primary School for everyone

More information

Deeping St James Community Primary School. Phonics Policy

Deeping St James Community Primary School. Phonics Policy Deeping St James Community Primary School MISSION STATEMENT Phonics Policy We aim to provide children with the necessary skills to communicate creatively and imaginatively, therefore enabling them to succeed

More information

Manor Primary School Policy Document. English Policy

Manor Primary School Policy Document. English Policy Manor Primary School Policy Document English Policy Written November 2014 Approved by N/A Governors Review Date November 2016 Our vision is to create a school community where children grow into happy,

More information

Clarendon Primary School & Children s Centre

Clarendon Primary School & Children s Centre Clarendon Primary School & Children s Centre Target Setting Policy Aims Improvement of pupil performance Whole school review and self improvement by pinpointing priorities and judging progress. To work

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

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

Bridgewater Primary School

Bridgewater Primary School Understanding Assessment in Bridgewater Primary School Thursday 5 th November 2015 Reason for Assessment Update The changes to assessments in line with the new curriculum. Purpose of Assessment 1. Help

More information

This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so

This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so please bear with us as we progress through the year.

More information

ST JOSEPH S CATHOLIC PRIMARY SCHOOL ENGLISH POLICY. Including Reading, Writing and Phonics

ST JOSEPH S CATHOLIC PRIMARY SCHOOL ENGLISH POLICY. Including Reading, Writing and Phonics ST JOSEPH S CATHOLIC PRIMARY SCHOOL ENGLISH POLICY Including Reading, Writing and Phonics THE GOVERNING BODY OF ST JOSEPH S CATHOLIC PRIMARY SCHOOL, DEVIZES January 2016 Statement of Aims and Beliefs St.

More information

Maendy Primary School

Maendy Primary School Maendy Primary School Planning, Organisation and ARR Guidance Document Date: July 2015 Planning organisation Organisation of planning in mixed year groups: SNRB pupils follow Foundation Phase long term

More information

Assessment without Levels Changes April 2016

Assessment without Levels Changes April 2016 Assessment without Levels Changes April 2016 Aims The aim of this information is to provide some guidance about all the changes that are happening in education across the country and what it means 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

KS1 SATS KS1 SATS Guidance for Parent 2016

KS1 SATS KS1 SATS Guidance for Parent 2016 KS1 SATS 2016 KS1 SATS Guidance for Parent 2016 KS1 SATS 2016 In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5 KS1 SATS 2016 However, Years 2 and

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

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

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

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL 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

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

Much Birch Primary School

Much Birch Primary School Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September 2015 1 2 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed

More information

A Guide to Understanding the New National Curriculum 2014 and the Round Hill Tracking Scheme - FAQs

A Guide to Understanding the New National Curriculum 2014 and the Round Hill Tracking Scheme - FAQs A Guide to Understanding the New National Curriculum 2014 and the Round Hill Tracking Scheme - FAQs This Help Card contains a range of Frequently Asked Questions about the new curriculum. This Help Card

More information

Assessment Policy 2016

Assessment Policy 2016 Assessment Policy 2016 St. Alban s Catholic Primary School St. Alban s Catholic Primary School Assessment Policy Introduction Assessment is integral to the learning and teaching process. Our aim is to

More information

New Curriculum, Assessment and Reports

New Curriculum, Assessment and Reports New Curriculum, Assessment and Reports Parent Information Session June 2016 Content End of EYFS Assessments Changes to Curriculum across the school Changes to Key Stage 1 & 2 assessment and reporting arrangements.

More information

Getting to Know The English National Curriculum Levels. A Workshop for Parents

Getting to Know The English National Curriculum Levels. A Workshop for Parents Getting to Know The English National Curriculum Levels. A Workshop for Parents Aims of the Workshop To know and understand a little more about statutory and summative assessments in school To know and

More information

Sheepscombe Primary School. School Development The New National Curriculum Life without Levels December 2015

Sheepscombe Primary School. School Development The New National Curriculum Life without Levels December 2015 Sheepscombe Primary School School Development The New National Curriculum Life without Levels December 2015 Aims of the evening: School Development our Moving on Plan New National Curriculum introduction

More information

Achievement Review and Target Setting Report 2015

Achievement Review and Target Setting Report 2015 Achievement Review and Target Setting Report 2015 School Date of visit from to Present Actions What? By Whom? By when? Safeguarding o Are you confident that your school meets the statutory requirements

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information

Assessment Policy. Why do we assess?

Assessment Policy. Why do we assess? Assessment Policy Assessment is the means by which the progress of pupils is monitored. It is a tool to inform curriculum planning and learning programmes. Why do we assess? To define each child's ability:

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

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

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

Streatham Wells Primary School. Mathematics Policy

Streatham Wells Primary School. Mathematics Policy Streatham Wells Primary School Mathematics Policy Mission Statement We believe that children will be most successful at Mathematics when they enjoy what they are doing, when they are motivated to achieve

More information

Assessment without Levels Changes January 2016

Assessment without Levels Changes January 2016 Assessment without Levels Changes January 2016 Aims The aim of this information is to provide some guidance about all the changes that are happening in education across the country and what it means for

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

HOW WELL IS MY CHILD GETTING ON AT SCHOOL?

HOW WELL IS MY CHILD GETTING ON AT SCHOOL? HOW WELL IS MY CHILD GETTING ON AT SCHOOL? A parent s guide to progress For most parents, there are two main areas that concern them about their child s education: Is my child happy at school? Is my child

More information

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment,

More information

Mathematics Policy. Meopham Community Academy

Mathematics Policy. Meopham Community Academy Mathematics Policy Meopham Community Academy This policy was reviewed by: Emma Cook, Mathematics Subject Leader Date: February 2013 Approved by Governors: February 2013 Next review date: February 2015

More information

LEAFLET TO EXPLAIN CHANGES TO ASSESSMENTS IN ST WERBURGH S AND ST COLUMBA S CATHOLIC PRIMARY SCHOOL Changes to Assessment in 2015

LEAFLET TO EXPLAIN CHANGES TO ASSESSMENTS IN ST WERBURGH S AND ST COLUMBA S CATHOLIC PRIMARY SCHOOL Changes to Assessment in 2015 LEAFLET TO EXPLAIN CHANGES TO ASSESSMENTS IN ST WERBURGH S AND ST COLUMBA S CATHOLIC PRIMARY SCHOOL Changes to Assessment in 2015 Pupils from Year 1 to 6 now follow the new National Curriculum. The new

More information

Assessment Information Meeting for Parents. Trent Vale Infant and Nursery School Tuesday 21 st June 2016

Assessment Information Meeting for Parents. Trent Vale Infant and Nursery School Tuesday 21 st June 2016 Assessment Information Meeting for Parents Trent Vale Infant and Nursery School Tuesday 21 st June 2016 Aims To answer the following questions: - What is end of Y1 and Y2 assessment? How do we assess your

More information

Fluency in English Policy

Fluency in English Policy Fluency in English Policy 2016-2017 Write to be understood, speak to be heard, read to grow! Lawrence Clark Powell RATIONALE: The fundamental aim for English in the 2014 national curriculum is to promote

More information

Brooklands Primary School School Development Plan

Brooklands Primary School School Development Plan Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, 2015-16 actions to be completed after completion of new headteacher s first term) 1 Contents School Mission

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading

More information

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator)

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) 1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

More information

DUNMORE PRIMARY SCHOOL. Assessment Without Levels

DUNMORE PRIMARY SCHOOL. Assessment Without Levels DUNMORE PRIMARY SCHOOL Assessment Without Levels Types of assessment Formative Assessment The daily use of assessment to inform teaching and personalise learning. Summative Assessment The use of teacher

More information

Pupil Progress. Alternative voices from AAIA

Pupil Progress. Alternative voices from AAIA + Pupil Progress Alternative voices from AAIA What s changing? EY Age 5 / Rec KS1 Age 7 / Y2 2015 2016 2-3 Progress Check EYFS Profile Phonics Screening Check (Y1/2) TA in Rdg / Wtg / Ma (informed by test/task

More information

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One.

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Phonics Policy Rationale At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Aims To teach children aural discrimination, phonemic awareness and

More information

Target Strategies Resources Personnel timescale Impact through Monitoring Accurate groupings established to provide

Target Strategies Resources Personnel timescale Impact through Monitoring Accurate groupings established to provide Result / 2015 Target WHOLE SCHOOL CURRICULUM TARGET - 2015 NUMERACY We are ensuring that activities and tasks are constantly challenging pupils thinking and understanding. We are increasing the opportunities

More information

Christ the King Primary School

Christ the King Primary School Christ the King Primary School Pupil Attainment and National Curriculum Changes a guide for parents 2015 Changes in the National Curriculum In 2013 the government announced plans to overhaul the National

More information

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy Number: ED/CU/35SPS Originator: Jason Goddard Issue Number: 4 Authoriser: Amanda Morgan-Taylor Issue Date: 1/07/2014 Service Type: Somerset Progressive School Next Review Due: 1/07/2015 Location: Educational

More information

Assessment Without Levels

Assessment Without Levels Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September

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

Learning interventions in place to accelerate progress of Developing and Secure pupils.

Learning interventions in place to accelerate progress of Developing and Secure pupils. SUBJECT LEADER ACTION PLAN 2015-16 Key Improvement Priority: Curriculum Area: Financial Plan Develop the reading stamina of all pupils within KS2 English 500 Accelerate the progress of the pupils working

More information

Aim: To achieve high standards/raise attainment by effective tracking of pupil progress

Aim: To achieve high standards/raise attainment by effective tracking of pupil progress SALUSBURY PRIMARY SCHOOL ASSESSMENT POLICY Good assessment promotes excellence in teaching and learning by allowing children to identify success criteria and build on those criteria to improve their work.

More information

Assessing Without Levels at Belmont Primary School. Thursday 12 th November 2015 Mrs Aucott

Assessing Without Levels at Belmont Primary School. Thursday 12 th November 2015 Mrs Aucott Assessing Without Levels at Belmont Primary School Thursday 12 th November 2015 Mrs Aucott In September 2014 a new National Curriculum was introduced to schools. From September the Government made a huge

More information

WHY HOLD A PARENTS BRIEFING?

WHY HOLD A PARENTS BRIEFING? TOGETHER WE EXPLORE, DISCOVER, ACHIEVE AND GROW: DEVELOPING OUT STANDING PRACTICE WHY HOLD A PARENTS BRIEFING? SHARE THE KEY CURRICULUM CHANGES IN LITERACY AND NUMERACY HELP PARENTS UNDERSTAND HOW CHILDREN

More information

3. THE MAIN AIMS FOR THE TEACHING OF PHONICS AND SPELLING

3. THE MAIN AIMS FOR THE TEACHING OF PHONICS AND SPELLING POLICY TITLE: REVISED: 17 th April 2013 NEXT REVIEW DATE: Spring / 2015 APPROVED BY COMMITTEE: Pupil Matters Committee 1. INTRODUCTION Lambs Lane aims to provide a safe, secure and stimulating environment

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

Changes to Primary Assessment Systems

Changes to Primary Assessment Systems Changes to Primary Assessment Systems 2015-16 In September 2014, the Government introduced a new National Curriculum, with a great deal of fresh content and ambitious expectations of learning. It is designed

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

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

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

Mathematics Policy April 2016

Mathematics Policy April 2016 Mathematics Policy April 2016 At The Village Primary we believe that Maths should be progressive, thorough and stimulating. Teachers strive to provide high quality teaching which is engaging, interactive

More information

Assessing Without Levels

Assessing Without Levels Assessing Without Levels Sacred Heart Catholic Primary School Hindley Green Parents Workshop January 2015 Why Change? The Government decided to bring in a new rigorous curriculum to meet the demands (mainly

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

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

New National Curriculum and Assessment. Six Steps to Success for Assessing and Tracking Pupils Progress

New National Curriculum and Assessment. Six Steps to Success for Assessing and Tracking Pupils Progress New National Curriculum and Assessment Six Steps to Success for Assessing and Tracking Pupils Progress 1 Kent Schools: Introductory Guidance 2014-15 Introduction From September 2014, Kent Local Authority

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

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

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon Heritage Voluntary Controlled Primary School Blaenavon Heritage Voluntary Controlled Primary School Maths Policy 2012/13 BHVCPS Author : H Wilson Date written :April 2013 Review : April 2014 Ratified : COG: Maths Policy April 2013 This document is

More information

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson SEND Information Report and Policy (which is part of The Norfolk Local Offer for Learners with Special Educational Needs 2015-16) Links to the Norfolk Local Offer (website details can be found under our

More information

Assessment and the new curriculum. Parents information evening 2

Assessment and the new curriculum. Parents information evening 2 Assessment and the new curriculum Parents information evening 2 Brief update New national curriculum in all maintained primary and secondary schools since September 2014 All schools have the same assessment

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

NEW NATIONAL CURRICULUM ASSESSMENT WITHOUT LEVELS LIFE WITHOUT LEVELS. Miss Harsha Patel

NEW NATIONAL CURRICULUM ASSESSMENT WITHOUT LEVELS LIFE WITHOUT LEVELS. Miss Harsha Patel NEW NATIONAL CURRICULUM ASSESSMENT WITHOUT LEVELS LIFE WITHOUT LEVELS Miss Harsha Patel Aim New National Curriculum Sept 2015 Where are we now? Expectations of the new Curriculum Assessment without levels

More information

Thameside Primary School

Thameside Primary School Thameside Primary School Marking and Feedback Policy 2013 We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education. Article 29 (Goals of education):

More information

Mersey Drive Community Primary Reading and Phonics Guidance for Parents.

Mersey Drive Community Primary Reading and Phonics Guidance for Parents. The Staff and Governors of the school recognise each pupil s entitlement to a rich and comprehensive programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading

More information

Assessing in the New Curriculum. West Lodge Primary School

Assessing in the New Curriculum. West Lodge Primary School Assessing in the New Curriculum West Lodge Primary School Reason for Assessment Workshop The introduction of the new assessment framework in line with the new curriculum Purpose of Assessment Workshop

More information

POLICY ON THE TEACHING OF PHONICS, READING AND WRITING

POLICY ON THE TEACHING OF PHONICS, READING AND WRITING POLICY ON THE TEACHING OF PHONICS, READING AND WRITING Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. READ WRITE INC. PHONICS The programme is for:

More information