Rickley Park Primary School Assessment Policy (March 2015)

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1 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 Policy. 1. Key Values We have the same chances. We have the same choices. We know that everyone has something special to contribute. We persevere and work hard, not because we are told to but because we want to improve. We stick together for the good of all. We look after ourselves, each other and our world by taking responsibility for our actions. We let everybody talk and have their say. 2. Aims 2.1 As a school we aim to create a happy, safe environment that nurtures and supports all members of our school community which: ensures that everyone has the opportunity to excel irrespective of their background; sets every child high expectations, and provide appropriate support, so that they reach their full potential; prepares children for the next stage of their education and beyond; leads to everyone experiencing success, whilst also feeling secure enough to risk failure; motivates, inspires and expects all children to strive to improve on their personal best; develops passionate and determined life-long learners who understand how to progress, achieve goals and reflect; develops working co-operatively; develops confident children who are able to articulate their views and reflect on the views of others. provides a curriculum that embeds good working habits and develops independence; and provides a balanced curriculum which develops a breadth of knowledge and relevant skills for the future. 3. Introduction 3.1 This policy has been written to outline our strategy towards assessment for Spring 2015 until Summer This is a period of significant change for assessment in Primary Education (with the removal of National Curriculum Levels and the expected introduction of the Foundation baseline assessment) and the intention of this assessment strategy is to provide consistency and rigour during this time of potential instability. 3.2 As outlined below, the school has made the deliberate decision to maintain the previous national assessment system (National Curriculum levels) whilst also beginning the process of developing a new assessment system (Assessing Without Levels [AWOL]). This will ensure that pupil s progress is accurately tracked until the robustness of the revised assessment system is proven. 4. Our Principles of Teaching and Learning 4.1 We will achieve our school key values and aims by providing high quality teaching and learning for all of our pupils by focussing explicitly on what our pupils are learning, rather than what they are doing.

2 4.2 We believe that assessment for learning underpins all aspects of quality first teaching and this is reflected in our approach to learning at Rickley Park Primary School. 4.3 At Rickley Park Primary School the work of all teaching staff (including teachers, Higher Level Teaching Assistants and Teaching Assistants) is underpinned by the following principles: We adapt and pitch our planning to meet the needs of all learners in our class. We ensure that learning is explicitly linked to prior knowledge, future learning and across the curriculum. We ensure that the learning is explicit, and understood by all children. We ensure that children know what success looks like. We ensure that children are interested and engaged in the learning. We ensure that children develop the skills to work collaboratively and develop our cooperative values. We ensure that we, and the children, know how well they are doing during a lesson. 8. We ensure that we, and the children, know their next learning steps. 5. The Purpose of Assessment at Rickley Park Primary School 5.1 As outlined in the Teaching and Learning Policy (May 2014), accurate and rigorous assessment is essential to ensure that teaching effectively meets the needs of pupils and enables them to fulfil their potential. As a result of the effective assessment undertaken at Rickley Park: Pupils will know: o What they have done well; o What they need to improve;and o That their work / effort has been valued. The Teaching Staff will know: o Where the pupils are starting from; o Whether the class learned what was planned; o If the pupils making expected progress (and against national expectations); o Which pupils need more help (or extension) and in which areas; and o If the planning for activities, resources and staffing are well targeted. The Parents / Carers will know: o Whether their child is making good progress; o If there any major problems / concerns; o How their child is doing compared to the expected level for their age; and o What more they can do to help and support their child s progress? The Senior Leadership Team, Subject Leaders and Governors will know: o Whether the pupils making progress and are there any major problems; o If pupil s progress is in line with the school s high expectations; o How the school performance compares to similar schools and the national average; o How the performance of identified vulnerable groups compare to the national average; and o Which aspects of the curriculum and teaching need to be celebrated or strengthened. 6. Types of Assessment 6.1 As a school we have recognised three distinct types of assessment: Summative Assessment The purpose of summative assessment is to assess the pupil s overall achievement and to summarise where learners are at a given time a snapshot of what has been learned. This is assessment of learning. (e.g. teacher assessment or written assessments) 2

3 6.1.2 Formative Assessment Formative assessment is 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. This is assessment for learning. For more information on our approach to Formative Assessment please refer to the Teaching and Learning Policy (May 2014) and the Written Feedback Policy (September 2014) Diagnostic Assessment The purpose of diagnostic assessment is to find out what attitudes, skills and knowledge are not properly learned or acquired and therefore preventing pupils making the expected progress. For more information on our approach to Diagnostic Assessment please refer to the SEN Local Offer (latest version available on the school website). 7. Assessment in Practice 7.1 Formative Assessment (Assessment for Learning): This assessment is completed on a daily / weekly basis and involves a range of assessors (teachers, learning support assistants, peers and self). The majority of these assessments are not recorded although they will be used to modify future planning to ensure that it meets the needs of the learners Where this is recorded it may be done in a variety of ways including: Recording achievement in class teachers own records; Observation notes; Photographs; Annotated or marked work; Self or peer evaluation notes. 7.2Summative Assessment (Assessment of Learning): This assessment is usually completed termly, or at the end of a unit of work, and is used by teachers to highlight progress and strengths, and to influence individual targets for the following term. This may be completed through an assessment activity or through teacher assessment. This information is also used in the review of IEP s In addition, Reception complete the Early Years Profile and Year 2 and Year 6 complete the statutory Key Stage 1 and 2 SATs respectively. 8. High and Transparent Expectations 8.1 As a school we have set a minimum level and target attainment level, and an expected rate of progress, for each year group (see Appendix 1). In defining the attainment and progress levels, the school has used the Milton Keynes Evaluating Standards in Schools Document and the national averages (KS1 and KS2). 8.2 Many children have barriers to their learning (e.g. SEN, EAL, high absence, lack of parental support) these will not be accepted as an excuse for underperformance. 8.3 These are the same expectations used in the Teacher Appraisal Policy (November 2014). 8.4 As a school we recognise that these are currently aspirational targets as some children (mainly in Key Stage 2) are starting from a significantly lower base level. 9. The Summative Assessment (Assessment of Learning) Process 9.1 The most effective summative assessment is where Teacher Assessment (informed by written assessments / tests) is rigorous and robust. For the period of this policy, and in the climate of change (see 3.1), it is recognised that this is an area for further development at Rickley Park and, therefore, there is currently an over reliance on written assessments to ensure consistency and robustness of summative assessment data. 3

4 9.2 The following flowchart shows the summative assessment process at Rickley Park. All staff recognise that it is essential that the process is conducted swiftly and all deadlines are adhered to. (See Appendix 2 for the Assessment Timetable for Spring 2015 until Summer 2016). It is important to note that the EYFS produce their own data pack using their own assessment software (Early Essence) although are expected to consider the same measures of achievement (see 9.4.1). AL to produce data pack (see 9.4) AL to send data pack to leaders and CTs Assessment made by Class Teacher (CT) (see 9.3) Assessment Leader sends out data collection sheet (see ) CT to input the data onto the grid and return to the AL Pupil Progress Meeting (see 9.5 & Appendix 3) 4 CT to produce Mapping Attainment Grid and send to AL(see ) Take Mapping Attainment Grid to Pupil Progress Meeting Leaders to Produce Termly Achievement Summary (see 9.6& Appendix 4) KS Leader to complete PPM summary and copy for CT and HT (see Appendix 3) Class Teacher to amend provision Subject / vulnerable group Leaders to report back to attached governors (see 9.6.5) SLT Meeting to review support required (see 9.6.4) SLT Meeting to review Monitoring Overview for the term (see 9.6.4) Leaders to monitor amended provision and provide support as required HT to summarise Achievement Summary for School Improvement Committee (see 9.7)

5 9.3 Assessment made by Class Teacher Rickley Park Primary School: A Co-operative Academy To provide consistent data and clarity for staff the school will use the following assessments from Spring 2015 until Summer Phonics In the EYFS, KS1 and, where required in Key Stage 2, we will use the Rickley Park Phonics Assessment Grid to determine the current phase (sub-levelled) individual children are working on; Year 1 will continue to undertake the statutory Year 1 Phonics Assessment [Summer Term]; and Those children in Year 2 who do not meet the expected level in the statutory Year 1 Phonics Assessment will continue to take the assessment again in Year 2 [Summer Term] Reading PIRA Tests (from Reception [Summer Term only] to Year 6); Year 2 will continue to use National Tests [Summer Term only] in addition to the PIRA tests (these must be completed in addition to the daily English, and Phonics sessions); Year 6 will continue to use National Tests in addition to the PIRA tests (these must be completed in addition to the daily English and sessions); and Key Stage 2 will continue to complete the STAR reader test (as part of the Accelerated Reader software) to determine the ZPD. The guide NC level given on the software must not be used. In addition to these formal assessments, an increasing range of further teacher assessment (for example, from Reading conferences or Guided Reading sessions) may be used to support the Reading judgement. However, currently, the class teacher would need to show their Teacher Assessment evidence to the Key Stage Leader, and get agreement to deviate from the test result, prior to the data collection sheet being completed Writing In line with the revised English Curriculum, there is a minimum expectation that every child will complete a piece of independent writing every two weeks (completed outside of the normal English lesson). This is then marked against the Rickley Park Writing Criteria (based on the Ros Wilson criteria and amended slightly to fit the revised National Curriculum). Moderation of the Teacher Assessment judgements is the responsibility of the English Leader, although may be supported or facilitated by the Assessment Leader PUMA Tests (from Reception [Summer Term only] to Year 6); Year 2 will continue to use National Tests [Summer Term only] in addition to the PUMA tests (these must be completed in addition to the daily English, and Phonics sessions); Year 6 will continue to use National Tests in addition to the PUMA tests (these must be completed in addition to the daily English and ); and In addition to these formal assessments, the school continues to devise its response to Assessing Without Levels (AWOL) and requirements of the revised National Curriculum. This assessment will provide useful formative data for the class teacher and, as it becomes increasingly robust, may provide sufficient evidence to deviate from the test result (with agreement from the Key Stage Leader). Moderation of the Teacher Assessment judgements is the responsibility of the Leader. 5

6 9.3.5 From Spring 2015 until Summer 2016 the school has identified the following assessment points. End of Spring Term 2015 End of June 2015 End of Autumn Term 2015 End of Spring Term 2016 End of June It is possible that, for identified individuals, groups, classes or cohorts, additional assessment points could be included to track progress that is less than expected For children to fulfil their potential, consistent and strong progress is required in every year of their education. This is reflected in our curriculum which focusses on breadth and securing understanding rather than acceleration. The school has clear expectations (outlined in Appendix 1) for attainment and progress. However, it is important to note that: once a child has demonstrated their ability to reach a level it is not possible for them to regress. if a child is recorded as making exceptional progress (as defined in Appendix 1), the evidence of their learning will be moderated and discussed at Pupil Progress Meetingsbefore the level is agreed For children working below the National Curriculum level range of the test for their year group then a test from a lower year group can be administered It is the responsibility of the class teacher to ensure that the data collection sheet is completed fully for all children. It is not acceptable to use W on the data collection grid ( W equates to working towards the National Curriculum). If data is not submitted for a child the level from the previous term will be used All children (from Easter of Year 1 onwards) must be given a National Curriculum level or P level. It is the responsibility of the SENCo to moderate the P levels The Assessment Leader will be responsible for sending out a data collection sheet for staff to input their assessment levels. This must be returned to the Assessment Leader electronically In addition to completing the data collection sheet, class teacher s will be required to complete a Mapping Attainment Grid for Reading, Writing and. This shows individual pupil s current attainment and their rate of progress since the last assessment point. The grid also shows the percentage of children at the minimum and target levels and the percentage of children who have made expected and strong progress since the last assessment point.this must be returned to the Assessment Leader electronically. 9.4The Data Pack As a school we measure an individual s achievement in reading, writing and maths in the following ways: Attainment are they working at or above the age related expectation? Short Term progress have they made expected or strong progress during the term or year? Long Term progress have they made expected or strong progress since their baseline (from the end of EYFS or from the end of KS1)? This is reflected in the data we produce and analyse. Therefore, the data pack provided to all class teachers and leaders includes: A copy of the raw data (on the data collection sheet); A copy of the Mapping Attainment Grid (see ); 6

7 The Average Point Score (APS) for Reading, Writing and at the last and current assessment point (for the class and vulnerable groups); The percentage of children at or above the minimum and target levels for the year group; The Average Point Score (APS) progress for Reading, Writing and between the last and current assessment point (for the class and vulnerable groups); The Average Point Score (APS) progress for Reading, Writing and across the current academic year (for the class and vulnerable groups) [Spring and Summer Term only]; and An indication of which children are on track to make or exceed expected progress across the Key Stage (Year 1 summer term onwards). 9.5 Pupil Progress Meetings (PPMs) Pupil Progress Meetings are about celebrating good progress and ensuring that any underperformance in individuals, identified groups or whole classes is identified and next steps are put in place to improve their performance FromSpring 2015 onwards Pupil Progress Meetings for all class teachers will be led by the Key Stage Leader, supported by the English and Leaders. Depending on areas highlighted by the data analysis it is also possible that a vulnerable group leader (e.g. SEN, Pupil Premium, EAL/BME, More Able, CLA) may attend Pupil Progress Meetings will focus on data relating to Reading, Writing and Mathematics based on the data pack and Mapping Attainment Grid. Other data (e.g. attendance summary) or pupil s books may be used to inform the discussion Pupil Progress Meetings will primarily focus on the pupils with inadequate achievement (as outlined in 9.4.1) and compared against school expectations (as shown in Appendix 1) Class Teachers should come with an idea of what they need to change but the final adaptation to the provision should be discussed and agreed at the PPM with input from all of the leaders involved A record of the Pupil Progress Meeting will be kept using the Pupil Progress Meeting proforma (see Appendix 3). This should completed by the Key Stage Leader and a copy of the completed document given to the class teacher. A copy of the proforma, along with the data, should also be given by the Key Stage Leader to the Headteacher Following the Pupil Progress Meeting: Class teachers responsible for put in place any actions agreed, which may include: Adaptations to Teaching Adaptations to the classroom environment / curriculum / timetable Additional Support Required (possibly including additional provision) Leaders are responsible for monitoring the amended provision and providing support as required Whilst progress of pupils with an additional identified need (e.g. SEN) will be discussed through Pupil Progress Meetings, it is recognised that additional provision for these children may need to be agreed and discussed through other processes (e.g. Annual Reviews). 9.6 Termly Achievement Summary 9.6.1Using the data pack, and following Pupil Progress Meetings, all leaders are expected to write a Termly Achievement Summary (see Appendix 4). This is a summary of the data, as well as identifying the strengths and areas for further monitoring / development. The summer term summary will reflect on the annual progress rather than just the summer term. 7

8 9.6.2 As defined in 9.4.1, the term achievement covers attainment, short term progress and long term progress. These should all be reflected in the summary The coverage of the Termly Achievement Summary may vary depending on the scope of the role so the expected coverage is indicated below. Leader Coverage of Termly Achievement Summary Early Years Leader Overall achievement of Nursery and Reception cohorts Achievement of vulnerable groups within the EYFS Key Stage 1 Leader Overall achievement of Year 1 and Year 2 cohorts Achievement of vulnerable groups within Key Stage 1 Progress towards Phonics assessments Key Stage 2 Leader Overall achievement of the Year 3 to Year 6 cohorts Achievement of vulnerable groups within Key Stage 2 English Leader Overall achievement (for Reading and Writing) of cohorts in KS1 & KS2 Achievement of vulnerable groups (for Reading and Writing) of cohorts in KS1 & KS2 Leader Overall achievement (for ) of cohorts in KS1 & KS2 Achievement of vulnerable groups (for ) of cohorts in KS1 & KS2 SENCO Achievement of SEN children (SA/SA+ and ST)across EYFS, KS1 & KS2 Pupil Premium Leader Achievement of Pupil Premium children across EYFS, KS1 & KS2 More Able Leader Achievement of More Able children across KS1 (watch list) & KS2 EAL / BME Leader Achievement of EAL / BME children across EYFS, KS1 & KS2 CLA Designated Teacher Achievement of CLA children across EYFS, KS1 & KS All leaders are required to give the Headteacher a copy of the Termly Achievement Summary The Senior Leadership Team will then meet to discuss the Termly Assessment Summaries. This discussion will focus on: Where is additional monitoring required this term? Where is additional support / challenge for teaching staff required? For subject specific / vulnerable group reports (e.g. English,, SEN, More Able, Pupil Premium, EAL/BME, CLA) the leader is also expected to share and discuss the report with the attached governor. Individual governors will be responsible for feeding back their discussion to the Governing Body and raising any issues at the School Improvement Committee Meeting. 9.7 Headteacher Summary Report This will provide a strategic level summary of the current attainment, short term progress (see 9.4.1) and the percentage of children working at the expected levels (see Appendix 1) The discussion with governors should focus on cohorts where attainment / progress is less than expected (see Appendix 1), what the reason for this is and what further support / challenge is in place. 8

9 10. The Role of the Governing Body 10.1 In addition to the role of monitoring the achievement (attainment and progress) of individuals, groups and cohorts (as outlined in and 9.7), the Governing Body, via the School Improvement Committee, will review the policy, and its effectiveness, on an annual basis, in the Summer Term. Policy Adopted: March 2015 Policy Review Date: May

10 Appendix 1 Expected Achievement Levels Early Years Rickley Park Primary School: A Co-operative Academy In Nursery and Reception achievement (attainment and progress) is measured against Development Matters which describes children s development in age bands. At the end of the EYFS children s development is measured against the Early Years Foundation Stage Profile which bands the children into emerging, expected or exceeding. It is not possible to measure progress across the two measures. Nursery: Expected Progress = 2 age bands Strong Progress = 3+ age bands Reception: Expected Progress = 2 age bands Strong Progress = 3+ age bands Expected Attainment = 30 50months (Secure) Expected Attainment = 40 60months (Secure) Target Attainment = Expected level Key Stage 1 and Key Stage 2 For Year 1 to 6 the expected achievement levels are measured against the National Curriculum levels (which can be converted into Average Point Score [APS]). As noted in the policy, in defining the attainment and progress levels, the school has used the Milton Keynes Evaluating Standards in Schools Document and the national averages (KS1 and KS2). As children enter Year 1 with an EYFS Profile result and not a National Curriculum Level it is not possible to measure progress across the two measures. Year 1: Expected Progress* = APS Strong Progress* = 4.0+ APS Exceptional Progress = >6.0 APS * Measured over Spring and Summer Term only Year 2: Expected Progress = APS Strong Progress = 6.0+ APS Exceptional Progress = >8.0 APS Year 3: Expected Progress = APS Strong Progress = 3.8+ APS Exceptional Progress = >6.0 APS Year 4: Expected Progress = APS Strong Progress = 3.8+ APS Exceptional Progress = >6.0 APS Year 5: Expected Progress = APS Strong Progress = 3.8+ APS Exceptional Progress = >6.0 APS Year 6: Expected Progress = APS Strong Progress = 3.8+ APS Exceptional Progress = >6.0 APS Minimum Level = National Curriculum Level 1B Target Level = National Curriculum Level 1A Minimum Level = National Curriculum Level 2B Target Level = National Curriculum Level 2A Minimum Level = National Curriculum Level 2A Target Level = National Curriculum Level 3C Minimum Level = National Curriculum Level 3B Target Level = National Curriculum Level 3A Minimum Level = National Curriculum Level 3A Target Level = National Curriculum Level 4C Minimum Level = National Curriculum Level 4B Target Level = National Curriculum Level 4A 10

11 Appendix 2 Assessment Timetable (Spring 2015 Summer 2016) Spring Term Data 2015 By 9/3/15 Assessment Leader to send out data collection sheet w/c 9/3/15 Assessment week By 16/3/15 CT to return data collection sheet to AL By 17/3/15 CT to produce MAG and send to AL By 19/3/15 AL to give data pack to CTs and Leaders 24 & 25 & 26/3/15 Pupil Progress Meetings By 17/4/15 CT to revise provision By 17/4/15 KSL to return PPM summary to CT and HT By 17/4/15 Leaders to complete Termly Achievement Summary and give to HT 21/4/15 SLT Meeting to discuss support and monitoring for the term ahead By 1/5/15 Subject / Vulnerable Group Leaders to meet with attached governor and share Data Summary / Termly Achievement Summary (electronically) with them By 8/5/15 Attached governor to share report with governors 12/5/15 HT to present summary attainment data to SI Committee Summer Term Data 2015 w/c 11/5/15 Key Stage 2 SATs Week w/c 15/6/15 Year 1 Phonics Assessment Week By 22/6/15 Assessment Leader to send out data collection sheet w/c 22/6/15 Assessment week w/c 29/6/15 Moderation Week By 3/7/15 CT to return data collection sheet to AL By 8/7/15 CT to produce MAG and send to AL By 8/7/15 AL to give data pack to CTs and Leaders 14 & 15 & 16/7/15 Pupil Progress Meetings By 11/9/15 CT to revise provision By 20/7/15 KSL to return PPM summary to CT and HT By 11/9/15 Leaders to complete Termly Achievement Summary and give to HT 15/9/15 SLT Meeting to discuss support and monitoring for the term ahead By 25/9/15 Subject / Vulnerable Group Leaders to meet with attached governor and share Data Summary / Termly Achievement Summary (electronically) with them By 2/10/15 Attached governor to share report with governors 20/10/15 HT to present summary attainment data to SI Committee Dates to be set for Autumn Term 2015, Spring Term 2016, Summer Term

12 Appendix 3 Pupil Progress Meeting Summary Proforma TO BE REVIEWED SUMMER 2015 Which children are below the minimum level? Reading Writing Which children have not made progress? Reading Writing Is there a difference between the progress of boys and girls? Reading Writing Which children in SEN Pupil Premium More Able EAL / BME CLA Summer Born (EYFS and Year 1 only)

13 Appendix 4 Termly Attainment Summary Rickley Park Primary School - Termly Attainment Summary (Key Stage Leader / Vulnerable Group LeaderExample) Focus: Term: Leader: Termly Attainment Summary to be supported by data analysis completed by the relevant leader Year 1 Reading Writing Year 2 Reading Writing *Attainment and Progress see Assessment Policy (February 2015) and 9.6.3

14 Appendix 4 Termly Attainment Summary Rickley Park Primary School - Termly Attainment Summary (Subject Leader Example) Focus: Term: Leader: Termly Attainment Summary to be supported by data analysis completed by the relevant leader 14 Rickley Park Primary School: A Co-operative Academy Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 *Attainment and Progress see Assessment Policy (February 2015) and 9.6.3

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