We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed:

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1 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 to ensure that the children are able to make the best possible progress in their learning, whilst taking into account the needs of individual children. 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 inform teaching teams and allow them to plan work that accurately reflects the needs of each child; to help our children understand what they need to do next to improve their work; to provide regular information for parents that enables them to support their child s learning; to contribute towards accountability data. Following the announcement, by the Department for Education, of the removal of levels for the attainment and progress of children (2013) and the relaxation of restrictions on centrally led reporting requirements (Department for Education and Gibb, 2015 and Ofsted, 2015), schools have now been given the opportunity to conduct more assessment of the right kind, to offer task specific, personalised feedback and to become Assessment Professionals by creating an assessment system that supports the learning of the individual children in their school. (Tim Oates, Chair of the expert panel for NC review). Ofsted has stated the following: Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. Ofsted does not expect performance- and pupil-tracking data to be presented in a particular format. Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school. (Ofsted inspections clarification for schools, March 2015, No )

2 We, at Mattishall have developed an assessment and monitoring system in light of the New Curriculum criteria and abolishment of the National Curriculum levels. It consists of mainly formative strategies and a range recording methods, as detailed below. During the first month of the children s Reception life the class teacher will undertake the Early Excellence Baseline test to detail the children s developmental skills in all of the 17 Early Goal strands. This information is then used to assess whether the child is emerging, expected and exceeding within the appropriate 'Age and Stage' band for each individual child. Three more summative judgements will be made throughout the year, at the end of each term to monitor progress. All this information is recorded onto the school s Tracker system Pupil Asset. Throughout the year the EYFS team will continually informally monitor development and keep detailed records in children s Look What I Can Do book. This information is shared with families on a weekly basis during an informal meeting where parents stick all evidence gathered that week into their child s book. The parents are also encouraged to write comments in the book. See the EYFS Policy for more details. All children in Year 1 will participate in a phonics check. This assessment will be administered by the Year 1 teacher. Results are recorded onto Pupil Asset. Children who are not successful in Year 1 are then carefully monitored and if necessary provided with intervention to allow them to make the relevant progress. These children will then repeat the check in Year 2 to check their progress. Continued monitoring and intervention is provided for any child who is not successful in Year 2. Children in Year 2 and Year 6 are assessed during May. The results of these assessments are reported annually to the parents by the school. The new national expectation is that Year 2 and 6 children should be at the National Standard or above at the end of these key stages. Most assessment information will be ongoing formative assessment gathered by: talking to the children about their work, target sheets, observations and information in books, writing assessment books, marking of the children s work, using the Marking Policy guidance and pupil self-assessment (please refer to the Marking Policy for more detail). This information is then recorded on Pupil Asset tracker using the KPIs (Key Performance Indictors) Using the RAG rated system. This informs the teacher of the skills the children have learnt and what the child s next steps are and if any additional support (class-based or intervention) is needed.

3 At the end of every term, teachers record their summative judgements of children s attainment on Pupil Asset for English reading, English writing, maths and science using the following descriptors: Well Below Below Just Below Descriptors Working more than one year below their year expectations Is not accessing the curriculum without heavily personalised support and scaffolding, which may be due to having EAL or barriers to learning. The child may be doing different tasks to the rest of the class and may be receiving or needing, some intervention Is able to access the correct curriculum but has significant gaps in their learning. They struggle to embed concepts and nearly always need some scaffolding or support. Can often not apply their learning independently. Is on track to meet some, but not all, of the end of year expectations. Is successful at learning many new concepts and is starting to apply their skills independently, but not consistently. May make errors but will usually be able to improve work following feedback and support. May have some smaller gaps in learning. Just Above Above Is on track to meet end of year expectations. They are usually successful learners, at that group level, showing good understanding of over 80% of the objectives taught. They are usually able to learn new skills and use them accurately and independently, though they make occasional errors in applying their learning in other contexts. Is on track to exceed national expectations. They are almost always in understanding the key learning and are able to apply their skills, in a range of contexts, making very few errors. Can often explain or justify their ideas. We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed: Autumn Term 1 Autumn Term 2 EYFS Baseline Assessment R only Senco to complete PLPs Analyse Pupil Asset Info. on class Identify Reading Targets Identify Writing Targets Identify Maths Targets Parents Evening 1

4 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 reviewing outcomes for all children in Maths, Reading and Writing, in terms of progression and check it against FFT data, value added, RAISEonline Parents Evening 2 Yr 2 & 6 SATs Testing Yr 1 Phonics Testing (and re-tests) EYFS Assessment comparison of progression from entry Input end of year Data on Pupil Asset and investigate progress End of year Report to Parents The data is then analysed in several ways to allow us to know which children are meeting the age expected standards for their age and making good progress. We monitor the data of children in the vulnerable groups This data will then contribute to Pupil Progress meetings held once a term. These discussions are held between the class teacher and the Head Teacher/Senior Management Team to discuss the individual needs of the children; which children are meeting the age expected standards for their age and making good progress; and any additional provision that is being provided for those children who

5 need it. Thus ensuring the needs of all children are met and all provision is appropriate. It will also contribute towards accountability data. To allow easy monitoring of children each child is coded to indicate if they are: Disadvantaged (Ever 6) SEN EAL LAC Service child Summer Born EOE Over the course of the academic year children are expected to make 6 points a year progress and have a Value Added (VA) of 100. This is good progress. PAPS Assessment 91 3 Mast 90 3 Emb 89 3 Dev Dev - Mininum Age Related Beg+ VA Beg 85 2 Mast Emb VA Dev Dev - Minimum Age Related 81 2 Beg Beg Mattishall is an inclusive school and we work hard to meet the needs of all our children. Class teachers are responsible and accountable for the progress and development of all pupils in their class. We work hard as a school to ensure that all additional support in the classroom is deployed effectively. We maintain a list of Focus children who we monitor closely to ensure they are achieving their full potential. All children are encouraged to achieve their best and become confident individuals living fulfilling lives. See separate SEND policy for more information. This policy should be read in conjunction with: Marking Policy Teaching and Learning Policy

6 SEND policy EYFS Assessment Policy Date Policy adopted by Governors.. Review date