Preparatory School. Assessment, Recording and Reporting Policy

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1 Preparatory School At North Bridge House Prep School we believe that assessment is an essential part of the continuing process of teaching and learning, and should reflect the partnership between teacher, child and parent. Its purpose is to inform teachers and parents about the child s progress and understanding and to facilitate the next step in a child s learning. Statement of Aims Recording and reporting procedures should be meaningful and manageable. All of our data, (examples of which are listed on the following pages), will be used to inform planning and the next step in learning based on a progression of concepts, skills, knowledge and attitudes. We will use the information gathered to identify strengths and weaknesses, and to determine where pupils need support or extension. Teachers may also use this information when discussing pupil progress with parents and colleagues. Our assessment procedures will facilitate realistic target setting both for individual children and for the school as a whole. We aim to involve the child in the evaluation of their own learning thus helping them to become motivated and responsible learners. Practice The following pages outline the practices involved in the Assessment, Recording and Reporting procedures at North Bridge House Prep School. Each section is interrelated and should be read in conjunction with the whole school Marking Policy and the Departmental marking guidelines (Appendix 1 & 2). General details of exam timetabling can be seen on the Assessment, Reporting and Recording Calendar (Appendix 2). Examples of pupil tracking sheets can be found in Appendix 3. Date for review: July 2016 NBH Page 1

2 Assessment Our policy incorporates the diagnostic, formative (ongoing) and summative (end point) processes of assessment by the teacher, along with self-evaluation by the child. Some of the examples of assessment can be used in more than one stage. Diagnostic Testing CAT (Cognitive Ability Test) a standardised measurement of ability (Verbal, Quantitative & Non-Verbal); PiMs Progress in Maths Assessment a standardised measurement of mathematical knowledge & skills (being replaced in Academic Year with PTiM Progress Test in Maths); PTiE Progress Test in English - a standardised measurement of English knowledge & skills, involving vocabulary knowledge, sentence completion and word recognition; Word Recognition Test (phonics & pronunciation); Single Word Spelling Test; Suffolk Reading Assessment comprehension, vocabulary & sentence completion (being replaced by New Group Reading Test in Academic Year ) These tests are primarily used to discover any obvious strengths and weaknesses of the child. Each child is tested at the beginning of the year and aspects of these tests may be repeated over the year (ie termly), if necessary. These results are analysed by the class teacher, Assistant Head Academic and Head Teacher. Any discrepancies or concerns are referred to the HOLS (Head of Learning Support) for further testing. Children that have a reading age below the expected standard will have a teacher or teaching assistant hear them read regularly, until the desired level is obtained. All results are recorded on our school MIS (Student Information Management System). Parents are notified if extra extensive intervention is required. As well as the above examples, teachers may use their own informal methods of diagnostic testing. Formative Assessment for Learning The school has embedded the practice of Assessment for Learning, with staff being given training in, and expected to show use of: setting effective learning objectives, use of success criteria, effective questioning and realistic target setting. Marking For a detailed outline of our procedures of marking work, please see our Marking Policy. (Appendix 1) Year Trial Run Practice In the Year Six, eleven plus classes (girls and boys), complete weekly Trial Run practice exams for both English and Maths until after the entrance examinations in January. These practice papers are subsequently worked through with the class and the students are encouraged to learn from their mistakes and to use these papers as a resource in their individual revision. Students are encouraged to see their exam performance in terms of their progress as an individual, a student s marks are confidential to themselves and their parents and they are not informed of Date for review: July 2016 NBH Page 2

3 their position within the class. Some non-11+ Year Six classes will sit Trial Run less frequently. Teacher Set Assessments Each teacher has various ways to assess children s progress. These may include projects, presentations, PowerPoint presentations, multiple choice tests, essays, quizzes, homework and revision exercises. Summative Teacher Set Assessments See Formative Assessments End of term The results from the End of Term are moderated and discussed in weekly meetings in Years 3-5 and an assessment review meeting with the Head Teacher and academic staff in Years 6-8. Along with other assessment tasks throughout the term, these results are recorded as an A- E grade and / or as a percentage on the reports. North Bridge House continually reviews and assesses current best practise in assessing and tracking pupil s progress. At times, year groups may trial an updated or improved assessment model. ISEB North Bridge House Prep has implemented the English and maths exams developed by the Independent Schools Examination Board, which is the examining authority for some 11+ and Common Entrance exams. These exams are used in all year groups, but tested in varying ways so as to expose the students in the lead up to higher year group examination process. In the younger years the assessments are informal, with some spread across over successive days. No formal grade or result is given, as papers are marked and analysed with a focus on identifying class and individual patterns to aid target setting and planning. The exams take a more formal tone from Year 5 onwards. English Assessment Teachers regularly collate and mark children s English compositions each term using success criteria based rubrics. Teachers may moderate these in their weekly meetings. English Assessments are used both as a formative and diagnostic assessment tool as some of the objectives are ongoing, relating to genre topics and learning objectives. End of topic/term checklists Some teachers choose to track pupil s progress using checklists which are to be ticked off when a child has completed the objective or task. These checklists can be recorded on either when the child has demonstrated the behaviour/skill etc., or at the end of a unit/term. These checklists are often accompanied by anecdotal records for individual children that outline specific information relative to that child. These are success descriptors, and related to the learning objectives. Children are involved in the process with self-review as well. Year 3, 4 and 5 Term Review Year 3, 4 and 5 children will complete a series of termly assessments throughout the year. These are for the teachers to monitor their progress and to identify any areas for improvement. The assessments are in-house tests and are conducted in a manner conducive to preparing them for future exams. Any necessary revision will be completed in class and set as homework Date for review: July 2016 NBH Page 3

4 activities. In doing so children will be fully prepared for any tests/assessments they complete without the need for additional input from external sources. Information from the Summative Assessments is recorded on SIMS and used to inform future planning. Pupil Self-Assessment This is an important part of our Assessment for Learning programme. Pupil self-assessment is often used informally as well in lessons, for instance using Smiley faces and Thumbs feedback. Teachers should attempt to assess prior knowledge before commencing a topic and use this to drive learning attainment. E.g. What do we already know? Mind Maps in Science, History etc. Marking should have a focus on dialogue where children respond to advice, comments and targets recorded in books. Teacher student dialogue and responding to teacher feedback is important to engage the children to develop into proactive learners. As much work as possible will be marked with the child in attendance, however if the child isn t there to review this process, comments will be recorded for the children to reflect upon later. (See the Marking Policy Appendix 1) Children should reflect on their termly / exam performances with staff, for instance in the upper years post-exam form teacher sessions, as well as reports with parents and considering future learning targets. End of term reports are shared and discussed with the children prior to distribution, so they are aware of their attainment, successes and areas for improvement. Examples of Self-Assessment Review Within lessons we regularly use a number of self-assessment questions in the plenary and have them clearly displayed in the classroom so they become part of the class routine. These are some of the prompts used: What I enjoyed most was What I want to find out more about is What surprised me was What really made me think was At the end of each topic we also use the self-assessment prompts either orally in a whole class discussion, written down in subject books individually at the end of the topic work or displaying answers collectively on a classroom wall. These prompts may include: What still puzzles me Right now I feel What I would change about this activity to help another class learn is Children will also usually regularly complete a self-reflection learning log that focuses on how they learnt and may involve grading the usefulness of each method. At the end of each term use a range of self-assessment prompts such as: What I found difficult What I need more help with is I might have learned better if Ordering the subjects from most enjoyable to least. Date for review: July 2016 NBH Page 4

5 Recording Children s progress will be recorded in the form of their responses during the learning process. This will be in many forms, some of which are not readily recorded (verbal, emotional, dramatic). However, the relationship between the planned objectives of an activity and the learning outcomes will be recorded in a number of ways, the most obvious of which is the child s responses (their books, projects, models, paintings etc.). It is in this context that evidence of achievement will be available. Some other methods of recording progress and development are listed below: Markbook / Teaching Diaries / Assessment Grids Teachers use a variety of personal records in the form of a markbook or teaching diary. Some incorporate this on to a computer spreadsheet. Examples of records kept include: testing scores, identifying strategies for future use, noting completion of homework, reading frequency record, children s difficulties and results. Some teachers use an assessment grid or end of term checklists to record individual comments for each child. These are informal documents and used by individuals to meet their own needs. Pupil Profiles (SEN) Pupil Profiles are used by the HOLS and class teachers for children who require Learning Support. The PP s are a statement of the strategies to be used to enable a pupil to progress. They include information about the short-term targets set for the pupil, provision to be put in place, teaching strategies to be employed and when the plan is to be reviewed. The PP records that which is additional to or different from, that which is normally available within the class. The PP states any areas of concern precisely and points to small numbers of targets designed to encourage progress in the particular area. Class teachers are made familiar with the PP of any child they teach, and parents made aware of the principal areas of attention upon which the plan focuses. The PP is discussed with each individual pupil and they are asked to contribute to areas where they feel they require help. Reporting Parents Information Evening At the beginning of each year, parents are invited to their child s year meeting, at which parents will be informed as to any key events or curriculum matters that will be occurring during that year. They will be given a Curriculum Map and a Yearly Curriculum Overview, which gives a brief summary of the topics and units that will be covered during the year. Issues involving homework, outings and any other matters important to the specific year group will be discussed. Homework/Prep Diary Each child has a Homework/Prep dairy that will be sent home with the child. The children should have written their homework and any other reminders in it. Parents or teachers may use it to communicate between home and school by writing any concerns, praise etc. about the child. Teachers ask that it be signed regularly to ensure homework has been understood or messages have been noted. Autumn & Spring Reports At the end of the Autumn and Spring Terms a progress report is sent home. This report aims to provide a clear profile of the child s achievement and effort. Success descriptors are used and targets are set for English and maths. Progress on these targets are followed up from the Autumn to the Spring term through to the Summer term. Particular attention should be paid to the effort Date for review: July 2016 NBH Page 5

6 grades which reflect how hard a child has worked and how much responsibility they themselves have taken for their own part in the learning process. Low scores for effort show an obvious area to target for improvement in results. End of Year Summer Report At the end of the Summer term, a comprehensive full report is sent home stating the child s progress and achievements in all subject areas. It contains an overall grade for effort and achievement and feedback from the year and final term, with progress noted and areas to focus on in the subsequent year. Parents are encouraged to read through the report with their children. Year 6 Girls and Year 8 Boys leavers receive a one page report, showing success descriptors and effort grades, exit examination results and a Form Teacher and Head s report. Scheduled are arranged once a term but class teachers can usually be contacted before school and at the end of the school day. For more important matters or issues requiring a longer discussion, appointments can be made in advance. If it is more convenient, issues can be discussed over the telephone. Meetings with the Head can be arranged through the school secretary. KS1 KS2 Transition (Year 2 to Year 3) In the Summer term, Year 2 children from Netherhall Gardens are invited to spend part of the day at Gloucester Avenue for a Picnic. The children are paired with a Year 6 student and are shown around the school, introduced to their Year 3 teachers and enjoy an afternoon in the park with a picnic lunch and games. This gives the teachers time to discuss students and it gives the children an opportunity to ask questions about Year 3. An array of assessment data is available on SIMS to aid transition. There is a Parents Meeting for children who will be joining us in Year 3 in the Summer Term. The parents are invited to view the school and ask any questions that they may have about the transition. Year 6 Boys Year 6 Boys In the Summer term, a meeting is held for parents of the Year 5 boys who will be moving to Year 6 the following year. This is an opportunity to discuss any questions about the next year, and the changing nature of curriculum delivery with more specialist teacher provision. A Year 5 6 Maths Transition Sheet, outlining strengths and weaknesses is passed to the next teacher. There is opportunity for ongoing discussion between Year 5 & Year 6 teachers, as necessary. Pupil details will also be available on the SIMS database. KS2 KS3 Transition In the Summer term, Parents Meetings are held for all parents of Year 5 girls and boys to discuss their child s opportunities for the next year. This is a general meeting where many options are discussed and general questions can be answered. Personal meetings are arranged in the Autumn term where the class teacher and Head Teacher discuss individual students and their options for Year 7. Subsequent meetings are arranged as necessary. For those children who are moving, a comprehensive and detailed report is written and passed on to their new schools. Some schools may also send a representative to meet the children, or may contact the teacher by telephone. Date for review: July 2016 NBH Page 6

7 Assessment Schedule See Assessment, Recording and Reporting Schedule below. (Appendix 1) Differentiation Internal exams, tests and projects etc. can all be differentiated for those children who have a specific learning difficulty. Giving additional time, oral questioning or allowing the child to type his or her answers are examples of the ways we can differentiate the assessment process. For external exams such as the Common Entrance etc., permission must be sought from the examining body, and some schools may have specific conditions, requirements or limitations parents are advised to check with individual schools and feedback to the Prep school to ensure all parties are aware of these requirements. Teachers and the HOLS will advise parents of children who may need extra consideration on ways in which they can do this. Teachers are expected to extend children as necessary in lessons, especially in maths where work may be completed quickly and correctly, and further challenges are provided in a sideways technique. Assessment and Monitoring To ensure consistency throughout the year levels, planning, teaching and assessment issues are discussed at weekly meetings. As well as this, termly book inspections are completed by the Head Teacher and Senior Leadership Team, where every child s books are reviewed. These processes can include: Ensuring that work matches planning and is appropriate for the objectives being taught; Considering if work is differentiated and is consistent across a year group; Whether marking informs pupils of next steps in learning or highlights misconceptions. A portfolio of exemplar pieces of work can be used to assist teachers with levelling a child s piece of work and to help new staff understand the standards/levels children should be working at. Resources Ordering up-to-date and relevant testing materials that correspond to the curriculum is the responsibility of the Heads of Year or Heads of Subjects. Diagnostic Testing Folders are available from the Heads of Year. Examples of old Common Entrance or 11+ papers are available in the Subject Curriculum Folders or with the Heads of Subject. Signed: Brodie Bibby, Head Teacher Date for review: July 2016 NBH Page 7

8 Year 3 SRA Reading Age (needs to be standardised)-replace with NGRT RA / RQ (Phonics) SWST Spelling Age North Bridge House Prep School Assessment, Recording & Reporting Calendar Autumn 1 - Start Autumn 2 - End Spring 1 - Start Spring 2 - Mid Spring 3 - End Summer 1 - Start Summer - End Progress in ISEB English Test 1 Maths (PiMs 7) ISEB Maths Test 1 ISEB Maths Test 2 Full Written Report Year 4 CAT 4 (DIGITAL) Quantitative, Verbal & Non-Verbal Reasoning New Group Reading Test (NGRT) Reading Age RA / RQ (Phonics) SWST Spelling Age ISEB English Test 1 ISEB Maths Test Progress Test in Maths (PTiM) Progress Test in English (PTiE) ISEB Maths Test 2 Full Written Report Year 5 Year 6 Girls Year 6 Girls External CAT 3 (PAPER) Quantitative, Verbal & Non-Verbal Reasoning SRA Reading Age (needs to be standardised) RA / RQ (Phonics) SPA Spelling Age CAT 4 (DIGITAL) Quantitative, Verbal & Non-Verbal Reasoning New Group Reading Test (NGRT) Reading Age RA / RQ (Phonics) SWST Spelling Age ISEB English Test 1 ISEB Maths Test ISEB English Test 1 ISEB Maths Test 11+ Consortium Groups (2x) and Individual 11+ entrance exams Progress in Maths (PiMs 10) Progress Test in Maths (PTiM) Progress Test in English (PTiE) ISEB Maths Test 2 Full Written Report ISEB Maths Test Final Year Attainment Report 8

9 North Bridge House Prep School Assessment, Recording & Reporting Calendar Year 6 Boys Autumn 1 - Start Autumn 3 - End Spring 1 - Start Spring 2 - Mid Spring 3 - End Summer 1 - Start Summer - End Progress Test in ISEB English Test 1 Maths (PTiM) ISEB Maths Test 1 Progress Test in Subject based English (PTiE) Internal CAT 4 (DIGITAL) Quantitative, Verbal & Non-Verbal Reasoning New Group Reading Test (NGRT) Reading Age RA / RQ (Phonics) (ESOL Students) SWST Spelling Age ISEB Maths Test 2 Science Unit Test French Exam Latin Exam Geography Exam History Exam RE Exam Full Written Report Year 6 Boys External Weekly Trail runs in Maths and English CPT Westminster, St Pauls, UCS & Mill Hill Pre-Test -Highgate Pre-Test City (11+) Year 7 CAT 4 (DIGITAL) Quantitative, Verbal & Non-Verbal Reasoning New Group Reading Test (NGRT) Reading Age ISEB English Test 1 ISEB Maths Test 1 Science French Subject based Internal Progress Test in Maths (PTiM) Progress Test in English (PTiE) ISEB Maths Test 2 (CE) ISEB/CE English Test ISEB/CE Maths Test Science Exam French Exam Latin Exam Geography Exam History Exam RE Exam Full Written Report Year 7 Boys External Sept: UCS Trial in English and Maths & VR/NVR Oct: UCS Entrance at UCS 9

10 Year 8 Autumn 1 - Start Autumn 3 - End Spring 1 - Start Spring 2 - Mid Spring 3 - End Summer 1 - Start Summer - End Progress Test in CAT 4 (DIGITAL) Quantitative, ISEB/CE English Maths (PTiM) ISEB/CE English Test ISEB English Test 3 Verbal & Non-Verbal Reasoning Test Progress Test in ISEB/CE Maths Test ISEB Maths Test 3 ISEB/CE Maths English (PTiE) CE Mocks New Group Reading Test (NGRT) Test Scholarship Mocks Final Year Attainment Reading Age Science Exam full set Report French Exam Latin Exam Geography Exam History Exam RE Exam Year 8 Boys External Oct: City and Highgate Trials Nov: School City Trial Highgate Trial CE for other subjects Scholarship Trial Merchant Taylors Jan: City/Highgate Trial CITY ENTRANCE EXAM at City HIGHGATE EXAM at Highgate MILL HILL ENTRANCE EXAM at Mill Hill March: School CE/Scholarship CE May: WESTMINSTER CHALLENGE at Westminster May: ST. PAUL S SCHOLARSHIP at St. Paul s May: Common Entrance Mocks June: COMMON ENTRANCE at North Bridge House Prep School 10

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