Nanaksar Primary School Assessment Policy September 2013

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1 Nanaksar Primary School Assessment Policy September 2013 Where reference is made to parent this means: All natural parents, whether they are married or not Any person who, although not a natural parent, has parental responsibility for a child or young person Any person who, although not a natural parent, has care of a child or young person (having care of a child or young person means that the child lives with and is looked after by that person, irrespective of what their relationship is). Subject to consultation by staff from Autumn Term 2013 and the approval of the Governing Body by January

2 Mission Statement At Nanaksar Primary School assessment is viewed as essential to effective teaching and learning. It is our aim is to make assessment an integral part of our planning, evaluating, recording and reporting cycle. To assist us in meeting our aims assessment at Nanaksar Primary School will be positive, manageable, useful and used, and consistent. Principles Assessment should: Be based upon a common and agreed approach in school Be based on information that is both relevant and manageable Be both formative and summative Gather information about the performance of individual pupils, groups and cohorts of pupils so that it can be used to inform target setting at a range of levels Gather information to inform teachers what will be taught next Ensure continuity and progression for children s learning within and across year groups Raise an expectation of success rather than failure and show children how to build upon strengths while developing strategies to overcome weaknesses in their work Actively involve all learners Provide information for parents, governors, the L.A., future schools, outside agencies and anyone else who supports children s learning Ensure that the legal requirements for assessing, recording and reporting are met Strategies Strategies for assessment are classified broadly under two headings: Assessment of learning and Assessment for learning Assessment for learning is the ongoing day-to-day formative assessment that takes place to gather information on what a pupil or group of pupils understand or do not understand and how future teaching will be adapted to account for this. Assessment of learning is a summative assessment to ascertain the level a pupil has reached which could be termly or annually or at the end of a key stage. 2

3 Although assessment strategies are listed under these two broad headings, it is accepted that teachers use information about a pupil s performance in summative tests and teacher assessments formatively. EARLY YEARS FOUNDATION STAGE ASSESSMENT As each pupil enters the Foundation Stage we use our professional judgement and any assessment from Nursery or playgroups to assess the age band children are working within across the EYFS 7 areas of learning. Within 6 weeks of the pupil starting they will be given a baseline assessment. Formative Assessment As the year progresses pupil s are monitored on their development and progress in all areas of development. Examples of pupil s learning, showing their individual level and stage of development are built up throughout the year. Provision is made for these observations and assessments through experience and play. Progress is recorded by observing and assessing pupils using hand written observations, staff notes Assessment Cycle Baseline Reception October Progress Reception and - February and July Summative data At the end of the year we will assess the Reception Class pupil against the EYFS Profile Early Learning Goals, stating whether they are EMERGING, EXPECTING or EXCEEDING. Parents Parents are included in their child s learning journey via Homework, Notice boards and the Website. Parents are also able to view their child s Learning Journey on request. We have 2 formal Parents Evening s in the Autumn and Spring term. School reports are given out at the end of the year and parents are given the opportunity to discuss them with the teachers on an open evening in July. 3

4 MONITORING and REVIEW It is the responsibility of the EYFS staff to follow this policy. The Senior Leadership Team will carry out monitoring on the EYFS as part of the whole school monitoring system. Planning Assessment FOR learning Weekly year group planning meetings to discuss assessment of outcomes and future learning intentions Schemes of work identify level descriptors. A yearly overview that takes into consideration the needs of the pupils, programmes of study, schemes of work, and planned thematic work. Half termly plans that identify intended progression and contain learning objectives for all subjects Weekly plans that: - Identify learning intentions and success criteria to be shared with pupils - Identify the context and organisation through which learning takes place - Literacy and Numeracy plans are differentiated by need/ ability Include examples of differentiated questioning - Use Assessment by Omission as a strategy to inform teachers future planning Marking and feedback Focus the response on the learning intention and success criteria Learning intentions form the basis for questioning and feedback during the plenary, and inform future planning Feedback can be oral or written Feedback to pupils is provided promptly and regularly For subject specific details see sub-folders Effective questioning techniques Use questions to find out what pupils know, understand and can do 4

5 Analyse pupils responses and their questions in order to find out what they know, understand and can do Use questions to find out what pupils specific misconceptions are in order to target teaching more effectively Use pupils questions to assess understanding Peer and pupil self-assessment Pupils are supported to admit problems without risk to self-esteem Pupils are trained to evaluate their own and each others achievements against the learning intention Pupils are involved in reviewing their own work, recording progress and setting targets Teacher Assessments -APP- App grids are used by all members of staff from year 1 to year 6 to make termly teachers assessments in reading, writing and maths. These also used to set individual, class and group targets. A group of 2 pupils from each ability level are used as tracker pupils to base teacher assessments. In writing all pupils are assessed using the Ros Wilson criteria. Understanding about learning Discuss with pupils 4 aspects of: WHAT HELPS MY LEARNING (doing, people, feelings, things) Refer to Tool box for learning prior to teaching Pupils are supported to admit problems without risk to self-esteem Pupil self-evaluation: able to discuss learning strategies Target Setting for writing Analysis of a range of writing samples in order to generate whole class writing targets for use across the curriculum Individual target cards provide feedback to pupils about what they have to do in order to improve the quality of their writing Transferring Reading, writing and Maths Assessment Data files on SIMS transferred to next years teachers in July in time to inform planning Optional SATs writing tasks scripts from the Summer term used to inform target setting in the Autumn term 5

6 Information transferred to secondary schools: identifies pupils strengths and areas for development, a pupils records of achievement in SATs tests, Assessment information, both academic and social, is transferred between professionals at each stage of the pupil s schooling. (between classes, key stages and schools). This ensures that pupils have the maximum opportunities to achieve. Transition meetings are held between class teachers and with the secondary phase at the end of year 6 When pupils move schools, information is sent through the CTF (common transfer file). Summative Assessment OF Learning Foundation Stage Profile NFER reading tests undertaken throughout KS1 KS2 High Frequency word Test Westminster Language Levels PIVATS P scales PM Benchmarks Other teacher assessments: National Curriculum tests and tasks National Statutory Tests for KS1 and KS2 National Non-Statutory Tests (Optional papers) for years 3,4 and 5 Analysis of writing at text level, word level and sentence level to identify gaps in teaching and learning Nfer tests for year 1 Class and Key Stage Targets Aspirational end of Key Stage targets are set for the end of KS1 and KS2. Targets are set in Reading, Writing and Mathematics. The targets are set using DFE Progression Guidance, Fischer Family trust (D) historical data from SIMS and knowledge of the pupils.targets are also set for all year groups (2 sub levels) and SIMS is used to set these. Each half term, every pupil has individual differentiated targets/learning outcomes in all taught foundation subjects. These 6

7 remain constant throughout the half term to ensure a clear focus and show success but are updated as required if achieved before the end of the half term. Individual differentiated targets/learning outcomes recording sheets provide the basis for reporting in the annual end of year reports. Progress in foundation subjects is tracked on subject P Level recording sheets. Pupil Progress Meetings These are held on a half-termly basis and are attended by the class teacher and a senior leader as follows:- Prior to the meeting the Assistant Headteacher will meets with the relevant senior leader to go through the data report and to discuss areas to focus on within the meeting. The focus of the pupil progress meetings is:- o Recording to discuss attainment and progress generally within the class using the half-termly data report to provide context and any additional information gained from the data analysis by the headteacher o Set targets for any pupils that require additional support and devise plans for how these targets will be achieved. A variety of recording systems are used which are manageable and purposeful. Assessment data is recorded centrally on the EYFS- E profile system and SIMS. Assessment Moderation Moderation meetings are held termly across year groups in reading writing and maths. Year 2 and year 6 also attend external moderation meetings with Guru Nanak Primary School and other schools in the borough (cluster groups). Subject meetings are utilised for assessment moderation to ensure that all teachers have a shared understanding of assessment practices. Assessment moderation is also carried out by subject leaders with subject leaders of other schools in order to ensure consistency and against the standards materials. 7

8 Marking and Feedback Marking and feedback is used to raise achievement, set targets and help pupils to improve. Marking and feedback should inform pupils about what specifically they have done well and the next steps to take. See the Marking Policy for detailed information. Monitoring and evaluation The Principal will ensure this policy is implemented consistently throughout the school using strategies such as discussion with teachers, pupils and parents/carers, sampling pupils books and reports, lesson observations, learning walks and sampling teachers planning. Literacy and Maths subject leaders will carry out monitoring on a termly basis and will carry out assessment moderation, book scrutinies and planning scrutinies as part of this process. Foundation Subject Leaders will look at assessment practices within their subject as part of their annual monitoring of their subject. Reporting to parents and guardians October meeting with parents to promote parental involvement in their children s learning and provide scope for dialogue with both parents and pupils Termly information packs issued to parents outlining areas of study and suggested strategies for supporting learning Annual reports to parents: end of key stage reports, include SATs results for the school and national comparisons July meeting with parents to discuss reports Foundation stage profile report to parents in the summer term Pupils sharing achievements publicly and via school web site SEN Early identification of children with special educational needs is essential. The school s SEN Policy gives details of the procedures for identification and assessment. Equal Opportunities 8

9 Equality of opportunity is a fundamental right for all children regardless of race, culture, gender or special educational needs. This policy is written for all and recognises that every child has equal opportunities: We have high expectations of all pupils and of all groups of pupils We carry out data analysis of pupil performance identifying areas of development for all pupils and groups of pupils, comparing their progress with national expectations and are committed to taking action where underachievement is identified we recognise and value all forms of achievement Reporting to Governors Principals report This policy will be reviewed before the start of each academic year and will evolve to incorporate the views of all staff concerned. 9

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