Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy

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1 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 a welcoming atmosphere In which we respect the uniqueness of each person in our school community and the wider world. We provide an excellent Catholic education through which all can thrive and achieve their full potential. Since September 2015 Years One to Six are following the new National Curriculum. The Assessment policy has been adapted in response to these changes. Rationale Assessment is a continuous process, which is integral to teaching and learning allowing children to achieve their true potential. Assessment is seen as: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there Assessment for Learning: Assessment Reform Group 2002 Aims To gather information about the performance of individual children, groups and cohorts in order to inform target setting and to monitor progress To provide information to inform the school s strategic planning To gather information to inform teachers planning To track individual, group and cohort progress To allow children to be involved in their own learning To inform the Governing Body of the school s standards and achievement The positive achievements of a child may be recognised and the next steps are planned Learning difficulties can be identified more quickly and appropriate help given The overall achievements of the child can be recorded systematically The school and child s achievements can be monitored The legal requirements for record keeping, assessing and reporting can be met Effective Assessment At St Werburgh s and St Columba s Catholic Primary School we believe effective assessment: Offers all children an opportunity to show what they know, understand and can do to improve Enables teachers to plan more effectively Helps parents be involved in their children s progress Provides the school with information to evaluate work and set suitable targets Co-ordination of Assessment The Deputy Head Teacher and Department Leaders work closely with the Head Teacher to ensure progress is being monitored closely throughout the school. Reports are presented to the Governors termly to highlight pupil progress at a Data Meeting. The nominated Governors for Pupil Progress are Mr. Steven Williams and Mr. Mark Maher. 1Approved by Teaching and Learning 2015

2 Key Features of Assessment Day to day (Assessment for Learning/ AFL) Assessment for learning focuses on how children learn and is central to classroom practice and planning. Learning objectives are shared with pupils and teachers discuss with pupils how learning objectives can be achieved. AfL takes place on a daily basis and is integral to teaching and learning. Peer and self-assessment is encouraged throughout the school. Teachers track pupil progress in reading, writing and maths on Target Tracker Teacher Tick sheets. Objectives are highlighted as a child has achieved them. Each objective must be evidenced in three separate pieces of work before a child has achieved it. Periodic (Assessing Pupils Progress) This gives a broader view of progress for the teacher and learner using national standards and expectations. Formal assessments of reading, grammar, spelling and punctuation and maths occur at the end of Terms 1, 2, 3. Formal assessments occur at the end of each term and end of topic tests are used in maths. Progress from Years 1 to 6 is measured in steps. Each year group has a band which correlates with the year for instance Year 3 is band 3. The band is broken into six steps beginning, beginning +, working within, working within +, secure and secure +. Not all children will work within the band allocated for their year. A year 3 child could still be working within band 2. The objectives within each band are age related expectations. Year broken into Steps 4b 4b+ 4w 4w+ 4s 4s+ Start of Year 4 Expected at end of year 4 s Year 1 Year 2 Year 3 Year 4 Year 5 Year Transitional This is the formal recognition of achievement: Completion of Foundation Stage Profile Key Stage 1 and 2 SATs Interim and end of year reports 2Approved by Teaching and Learning 2015

3 Management Information Systems At St Werburgh s and St Columba s Catholic Primary School we use Target Tracker to record and track pupil progress in Years 1 to 6. Teacher Assessments are recorded at the end of each half term. Pupil progress is monitored each term via Pupil Progress and Inclusion Profile Meetings. At the end of each term the SLT analyses individual, group and cohort pupil progress throughout the school. Target Setting (Y 6) Target Tracker generates targets for end of year results in relation to KS1 SATs results. These targets are used to track progress. These targets also reflect FFT type D+ or the very high school targets. Reported Targets Targets are agreed with the Chair of Governors and the SIP. Curriculum Targets Termly curriculum targets are set for Reading, Writing and Maths in term 1. These are shared with pupils and parents. Target Setting (Y1, 2, 3, 4 & 5) Target Tracker generates targets for end of year expectations. These targets are used to track progress. Curriculum Targets Curriculum targets are set for Reading, Writing and Maths at the beginning of Term 1. These are shared with pupils and parents. Pupil Progress Meetings Pupil Progress Meetings are designed so that individual pupils progress can be discussed with the SLT and class teachers. This ensures accountability. Pupil Progress Meetings take place at the end of Terms 1, 2 and 3. Teachers complete grids prior to the meeting highlighting interventions and areas of concern. Provision Mapping Meetings Provision Mapping Meetings are held to discuss progress of pupils listed on the Inclusion Profile. These take place at the same time as the PPM. Pupil Premium pupils are also discussed. Tracking ALL pupils are tracked throughout the year and are discussed at PPM meetings. Focus groups include: Pupil Premium pupils (with and without SEN) SEN pupils Higher, lower and middle ability pupils based on prior attainment EAL pupils Gender (this is reviewed termly/ annually) Key Stage SATs analysis The Head Teacher, Deputy Head Teacher and Department Leaders analyse Key Stage results using: Fischer Family Trust Data Raise Online Target Tracker data Analysis is reported to the teaching staff and subject leaders. Subject leaders analyse results and analyse any gaps. Findings are incorporated into the School Development Plan. Analysis is reported to: Governors on a termly basis at the Data Meeting Staff School Improvement Advisor 3Approved by Teaching and Learning 2015

4 Reports to parents Interim reports are sent to parents at the beginning and end of term 2 showing both progress and attainment in Reading, Writing and Maths. Attitudes to learning is also graded. A full report for each pupil is given to parents/guardians at the end of the academic year. The report gives details of work covered, achievements, end of Key Stage Test results, Y1 phonics or Y2 retake results and offers advice for improvement/continued progress. When reporting to parents, we aim to be factual, specific and refer to past learning. We try to be positive about achievement and point the way to any future learning objective. We reflect the importance of the child in the process so the report can be understood by the child at an appropriate level. Consultations Parent Consultations take place during the school year to discuss general progress and agreed targets or areas for development. Teachers are also available for informal consultation. We have open sessions throughout the year for parents to view their child s work and classroom. Information available to parents at parents evenings will include teacher assessments, test results, comments on classwork, homework and attendance records. Advice for improvement/continued progress will be given as appropriate. Assessment Procedures and Calendar Foundation Stage Term 1- Information has been acquired prior to the child starting school via: Discussions with parents Visits and discussions with Play group Early Years Transfer Record- completed by nurseries and playgroups A Baseline Assessment is carried out in the first 3 weeks. The Early Excellence Assessment system is used. Teachers will begin to complete the Foundation Stage Profile. Teachers work closely with parents and record achievements at home and in school as part of the assessment information. Term 1, 2 and 3 - Assessments will be made and scores recorded using 2 Simple. Analysis completed by class teachers and reported to the Early Years Leader Term 3 - Evidence to be collected for moderation. Final scores to be recorded using SIMs. Analysis completed by class teachers and reported to Assessment Leader and Early Years Leader Year 1 Term 1- FSP will be continued for some pupils. Other pupils will be assessed against the year group expectations. Parents evening will take place. Terms 2 and 3 - Pupils will be assessed and results will be inputted onto Target Tracker. Pupil Progress Meetings held to discuss progress. Interim reports sent to parents. Term 3- Phonics check carried out. Term 3 - Pupils will be assessed and results will be inputted onto Target Tracker. Pupil Progress Meetings held to discuss progress. End of year report sent to parents. Class teachers discuss pupil progress with next teacher. Year 3-5 Termly - Pupils will be assessed against year group expectations and results will be inputted onto Target Tracker. Pupil Progress Meetings held to discuss progress. Interim reports sent to parents at the start of term 2. Termly Formal testing in Maths and Reading Term 3- Pupils will be assessed and results will be inputted onto Target Tracker. Pupil Progress Meetings held to discuss progress. End of year report sent to parents. Class teachers discuss pupil progress with next teacher 4Approved by Teaching and Learning 2015

5 Year 2 & 6 Term 1, 2, and 3- Pupils will be assessed and results will be inputted onto Target Tracker. Pupil Progress Meetings held to discuss progress. Interim reports sent to parents. Analysis completed and sent to Assessment Leaders. Term 3 SATs tasks and tests administered. Term 3- Results will be inputted onto SIMs and Target Tracker. Pupil Progress Meetings held to discuss progress. End of year report sent to parents. Y2 Class teachers discuss pupil progress with next teacher Foundation Subjects Assessment of the Foundation subjects will be introduced in September Updated assessments systems for Science, Art, History, ICT and Geography using Target Tracker will be implemented during the academic year Marking Teachers in the School use a common policy for marking work which is fully understood by all staff - see separate 'Marking & Presentation policy. Classwork is marked using a common framework and comments are made as appropriate. Marking recognises excellence and indicates the areas that need improvement. Within all subjects developmental and challenge comments are required. Pupils are given opportunities to respond to the comments or challenges and these are then followed up by the teacher. Informal assessment is on-going during all lessons in response to oral work, team work, practical experiments, skill development, project work etc. Home Learning Please refer to the Homework Policy. Work is marked by the teacher by indicating that it has been looked at. Primary School Transfer to Secondary School For pupils leaving the School up to date records are forwarded to the new school. Compiled by: Kathryn Oates (Head Teacher) 5Approved by Teaching and Learning 2015

6 On-going formal assessment through, marking, observation, stickers assessment, high-lighting, assessment documents, target setting, informal discussions ALL STAFF September Baseline Formative Assessment to start the year reading, writing, phonics and SPaG Performance Management Review and Target setting SLT Autumn Term National Data Analysis School Improvement Planning & Target Setting Performance Management Targets Monitoring/Moderation of Assessments/PPM Whole School Data Analysis Present data at Governors & Staff meetings Autumn Term 1 Formal Assessment week, end of unit assessments, parents evenings, SEN consultaions with parent/senco/teacher Autumn 2 Formal Assessment week, PIRA, PUMA years 1-6, NVR tests Y4+6, end of topic assessments, moderation, data input and analysis, pupil progress discussions Spring 1 Formal assessment week, end of unit assessments, SWIST spelling tests Attainment/ progress report to parents, parents meetings Year 6 Spring Term Performance Management review Monitoring/ Moderation of Assessments/Pupil Premium Meetings Whole School Data Analysis Present data at governors & staff meetings Spring Term 2 Formal assessment week, end of unit tests PIRA and PUMA tests, moderation, data input and analysis, pupil progress meetings, parents meetings all other years Summer Term 1 Formal assessment week, National assessments, Attainment and progress interim report to parents Summer Term National test results analysis School improvement planning and target setting Monitoring/moderation of assessments/ppm/transition Pupil Premium Meetings Whole school data analysis Present data at governors and staff meetings Summer Term 2 Formal assessment week, end of unit tests, PIRA & PUMA tests, SWIST spelling test, data input and analysis, pupil progress meetings, National assessments, transition week, full reports to parents 6Approved by Teaching and Learning 2015

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