Assessment Policy 2016

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1 Assessment Policy 2016 St. Alban s Catholic Primary School St. Alban s Catholic Primary School

2 Assessment Policy Introduction Assessment is integral to the learning and teaching process. Our aim is to raise standards of achievement for all, building on good practice, to provide comparative data and to identify the next steps in the children s learning. Our mission statement states that we will encourage each child to live life to the full. At St Alban s Catholic Primary School, children s progress is monitored closely so that we can provide the highest levels of support for all children. Aims of Assessment To provide information about the effectiveness of learning and teaching To allow teachers to plan work that reflects the needs of the individual To provide regular information for parents that enables them to support their child s learning To guide and support the children to become active learners To demonstrate what pupils know, understand and can do and to enable them to recognise what they need to do to improve Ensure that all children are able to make progress Aims of the new National Curriculum Following the removal of levels, St Alban s are using the newly developed Gateshead assessment system for Reading, Writing and Maths. This form of assessment identifies children who are below, within or above year group expectations. The new assessment systems take into account individual children s strengths as well as identifying where they need support. Use of Targets Individual targets Three Maths, two English and two Reading targets are identified by the teacher during Pupil Progress meetings and shared in November with the child and parent(s) on an Individual Target Sheet at parents evening. These are reviewed at the Lenten term pupil progress meeting and new targets are set. One copy is held at school and one is for the parents. Teacher, child and parents sign both copies. The new targets are shared at the Lenten term parents evening. These are referred to in the annual report to parents. Class targets 2

3 Two whole class Maths and English targets are set each term. These targets focus on specific areas that the class need to work on. Percentages of children working at below, within and above age related expectations for each target are recorded and then this is reassessed at the end of the term in order to monitor progress. Curricular Targets Tow English and 2 Maths targets are chosen at the beginning of each term by the class teacher. These are pitched at the age related expectations (or above). Children are asked to identify where each child is before the term and plot on a grid. This is group analysed. Teachers complete the grid at the end of the term to show progress made. Pupil progress meetings take place to identify and evidence where the targets have been met in a set of targeted children s books. Planning for Assessment Summative Assessment Curriculum Assessments are used to measure attainment based on the units of work taught termly. These summative assessments are carried out at the end of a unit of work, term or year to measure attainment/progress these may be formal published tests e.g. Optional SATs or TIPPS. Summative assessment provides teachers and subject coordinators with information about the success of learning and teaching and also highlight areas for development. The Literacy and Numeracy Assessments are linked to the National Curriculum programmes of study in Key stage 1 and 2. Areas for development are recorded and targets for following term created. Reading, Writing and Maths TIPPS files are completed for each individual child at the end of every term and highlighted in different colours to show progression. A class overview sheet is kept and targets set from this. The foundation subjects in Key Stage 1 and 2 follow the National Curriculum programmes of study QCA units of work. At the end of these units various methods are used to assess. These include teacher observation, concept mapping and an ABC response is recorded on each topic sheet. These sheets are kept in the class assessment files. 3

4 Early years/ Foundation stage Foundation Stage assess against the Early Years Curriculum and plot if children are emerging, working within or exceeding in each age band. This is completed for baseline and then termly. At the end of Reception, children are recorded as being below (1), at (2) or above (3) age related expectations across the 17 areas. The Early Excellence baseline assessment will be used from September 2015 to assess children in Reception. Year 1 Phonics assessment All children in Year 1 will participate in a yearly Phonics check. This assessment will be administered by the Year 1 teacher in June. Results will be reported to parents within the end of Year 1 report. Pupils needing to re-sit the Phonics check will do so in Year 2. SATs Children in Year 2 and Year 6 are formally assessed during May. The Year 2 tests are internally marked and Year 6 externally. The results of these are reported annually to parents. GL Assessments Y1-5 complete GL Assessment tests during May/June to give teacher and indication of where they are against age related expectations and to support teacher assessments. Foundation subjects Science assessments are at the end of units of work. These are based on teacher observations and investigations. An ABC response grid is completed for all children across all topics based on emerging, achiving and exceeding. Religious Education Religious Education is assessed formatively using the Attainment Target descriptors and I can statements throughout the term. These assessments give a best fit picture at the end of each term to arrive at a sub-level for each child within the range Working Towards to Level 4. The RE Co-ordinator collates all sub-levels each term to track attainment. This feeds into the Annual Diocesan Data Return (ADDR) and, from September 2016, will show progress after two full years of the collection of data from revised assessment procedures. A Portfolio of written RE work is maintained in line with Diocesan requirements and a piece of work from each teacher in each term is 4

5 presented as a full level (W-L4). After an in-house moderation meeting, these pieces are moderated in the Summer Term during the RE Co-ordinator s Moderation Meeting. Parents receive a written report on RE at the end of the academic year and have the opportunity to discuss their child s progress during Parents Evening. The RE Co-ordinator monitors RE throughout the year, looking at teaching and learning, workbooks and planning, in line with school procedures. Formative Assessment Formative assessment occurs during a unit of work. Teachers use assessment to inform weekly planning. Formative assessments include observations, formal class targets (English and Maths), work scrutiny/marking, questioning and discussion with children. Marking includes 2 stars and a wish Children use green pen to respond to wishes Green pen is used for self-asessment and purple pen is used for peer assessment Involving Parents Parents are provided with an annual overview of the main areas of study for particular classes. Parents of pupils in the Reception Class are offered an Induction meeting and opportunities to discuss the results of the Baseline Assessment with the class teacher. Meetings are arranged for parents of pupils in Year 2 and Year 6 to share information about the end of Key stage SATs, tests and tasks. Parents are informed about children s curricular targets during the first and second terms of the school year. Parents receive an annual written report on their child s progress and achievements. Reports of pupils in year 2 and 6 also provide details of levels achieved in national tests or in the case of Year 2, Teacher Assessments given. National curriculum levels of attainment in other years are not reported unless specifically requested. 5

6 Recording Effective use is made of appropriate pupil-tracking approaches. Information gathered from summative assessments is recorded on tracking sheets. A copy of these is kept in class assessment files. These are used for target setting and are monitored by the coordinator and head teacher. Information gathered from summative assessments is recorded on a spreadsheet and this information is then fed into our computer tracking system. Assessment in Writing, Reading and Maths from Year 1 to Year 6 is recorded as an end of year judgement against the following descriptors: Below year group expectations Beginning to develop year group expectations Embedding understanding of year group expectations Demonstrating mastery and application of year group expectations and are working at mastery. Information gathered from Science and the Foundation Subjects end of unit assessments is noted on half term grids and ABC response sheets kept in the green assessment files. The class teacher records this progress. Pupil progress meetings Each term, pupil progress meetings take place for each year group. The assessment coordinator/ head teacher meet with each class teacher to discuss the progress of individual pupils within their class. In the first pupil progress meeting, targets are set for Reading, Writing and Maths and these are shared with parents at Parents evening. Whole class curriculum targets are also set and these become a focus for the half-term/term. At the second pupil progress meeting, teachers provide evidence/ work to show how 6 focus pupils have made progress with the class curriculum targets. Targets will be reviewed and new targets set. Moderation Moderation of writing is a shared activity in order to ensure consistency and continuity. When necessary work is moderated at Key Stage meetings and agreed by the majority. Monitoring and Reviews The effectiveness of the policy will be monitored by the coordinator, Head Teacher and governors. The policy will be reviewed in 2 years. January

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