East Sheen Primary School

Transcription

1 East Sheen Primary School Assessment, Recording and Reporting (ARR) Policy 1. Introduction Assessment, Recording and Reporting is an integral part of the National Curriculum statutory procedures. ARR complement and assist teaching and learning. This policy outlines the purpose, nature and management of ARR at East Sheen Primary School. 2. The Nature and Purpose of Assessment, Recording and Reporting 2.1 General principles for assessment In our school, we aim to: enable every child to achieve his or her personal best raise standards in pupil performance to provide comprehensive information to teachers, parents, pupils and outside agencies regarding pupil progress and value add throughout the school to monitor and evaluate progress of all pupils, including vulnerable pupils and high achievers through rigorous scrutiny of data, identify and improve areas of concern and strengthen and extend areas of high achievement [Hot Spots] to inform target setting and future planning to enable staff, Senior, Leadership Team and Governors to carry out regular and rigorous scrutiny 2.2 Assessment is an integral part of teaching and learning. Assessment has several purposes: formative provides information for the teacher to plan the next steps in the children s learning (Assessment for Learning) diagnostic provides more detailed information about individual children s strengths and weaknesses summative summarises children s progress at the end of a Key Stage (Assessment of Learning) 2.3 As a staff, our aim is to achieve continuity and progression in each child s learning. The achievement of this aim is founded on the quality of the records and assessments which we keep and their use by each teacher in planning future learning. Assessment is considered at the planning stage to ensure that assessment opportunities are recorded and that the outcomes of assessment are used in the planning of future work.

2 2.4 Assessment is a fundamental part of teaching and learning. It should help teachers to: plan work matched to a child s level of attainment identify where specific help is required support children s progress 3. Statutory Assessments 3.1 Foundation Stage children in Reception follow the Early Years Foundation Stage Curriculum and their progress is assessed in the 7 areas of development. (See Early Years Policy) 3.2 In June Year 1 children are assessed in the Phonics Screening programme. 3.3 Summative Assessment is carried out at the end of each National Curriculum Key Stage (i.e. in Years 2 and 6) through the use of relevant tests, tasks and teacher assessment. 3.4 At the end of Key Stage 1, children are assessed in English, Mathematics and Science. The children are given Teacher Assessment levels, supported by relevant tasks and tests. At the end of Key Stage 2, children are assessed in English and Mathematics undertaking the relevant Levels 3-5 tests; in addition, children are given a Teacher Assessment level for Writing, Science and ICT. Some children are also entered for Level 6 papers in Reading, Spelling, Punctuation and Grammar and Mathematics. 3.5 The information from the assessments at the end of both Key Stages is used to inform future planning of the curriculum and to assist teachers in organising differentiation across the year group, class groupings, small groups and individual support. 4. Non Statutory Assessments 4.1 In addition to the statutory requirements, other assessments will be carried out as follows: Standardised reading tests will be administered annually to children in Years 3 to 6. Standardised Mathematics tests will be administered annually to children in Years 1-6 in the first half of the Autumn Term. Summative tests will be used to assess children s progress against ageexpected objectives to assist teacher assessment in English, Maths and Science from Y1-Y The information from all assessments is used to inform future planning of the curriculum and to assist teachers in organising differentiation across the year group, class groupings, small groups and individual support. 5. Class Assessment Files

3 5.1 Each class teacher is responsible for maintaining accurate records of the achievement and progress of their class. To enable this to happen in a consistent and manageable way, a standard school format has been agreed. An assessment file will follow a class as it progresses through the school. Sections within the file will record progress in English, Mathematics, Science, ICT and Foundation Subjects. 5.2 Class data for all children will be uploaded onto Assessment Integris G2. Rigorous analysis of data is carried out by Assessment Leader and SLT. 6. Target setting 6.1 The school uses a range of systems to keep track pupil progress in reading, writing and mathematics. In the Foundation Stage the results of the profile are used to inform future target setting. In July, data is analysed to identify strengths and weaknesses and to identify any trends within specific groups within the cohort. Further analysis tracks individual progress. 6.2 We set individual targets in mathematics, reading and writing for all children during each academic year. 6.3 Children are encouraged to review their targets. This gives children the opportunity to take ownership and responsibility for their learning. 7. Reporting to Parents 7.1 We have a range of strategies that keep parents fully informed of their child s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child s work. 7.2 Before the Autumn and Spring half terms, we offer parents the opportunity, with their child in KS2, to attend a progress conferencing meeting with their child s teacher. At the first meeting of the school year we review the targets that have been identified for their child. At the second meeting of the year evaluation against the targets are measured. During Open Day, in the Summer term parents are invited into school to review their child s work and meet the teacher for the coming year. 7.3 During the summer term we give all parents a written report of their child s progress and achievements during the year. In this report we also identify target areas for the next school year. 7.4 In reports for pupils in Year 6 we provide details of the levels achieved in the National Tests and teacher assessment for Writing, Science and ICT. In Year 2, we report an end of KS1 teacher assessment level for Speaking and Listening, Reading, Writing, Mathematics and Science. Reports for all other yeargroups inform how children are progressing against age-related objectives according to the national curriculum in England. 8. Feedback to Pupils 8.1 We believe that feed back to pupils is very important, as it tells them how well they have done and what they need to do next to improve their work. Throughout

4 the school, marking is directly linked to the lesson objectives. By so doing we make clear whether the objective has been met. If the objective has not been met, we make clear what the child needs to do next in order to improve future work. Next steps are identified in focus pieces to help children understand how to improve their work further, even when the objective has been met. In Key Stage 1, a variety of appropriate marking strategies are used. This includes stickers, illustrations, written comments and conferencing with individuals. 8.2 In Key Stage 2, teachers are released at the end of each term for progress conferencing with children. During these sessions, progress against their targets is reviewed and new targets set. 10. Monitoring and Review The Assessment Leader is responsible for monitoring the implementation of this policy. The Senior Leadership Team, together with the Assessment Leader analyse the data to monitor cohort, group and individual progress. They will also be able to assist staff and governors by producing required reports. 11. Level Moderation-Y2 and Y6 only The levels awarded by individual teachers will be moderated, through work sampling, by subject leaders and the Senior Leadership Team Moderation without levels Assessment as to whether children are meeting or exceeding age-related expectations in English, mathematics and science will be moderated, through work sampling, by subject leaders, the Senior Leadership Team and whole staff. 12. Allocation of Teachers and Resources 12.1 Assessment informs the deployment of all support staff including, the Senco, HLTAs and TAs Resources are also allocated in accordance with assessment analysis to ensure best value The school targets small group intervention, when the need is identified in Hot Spot analysis. 13. Involvement of Governors 13.1 Data analysis is reported at Governors Teaching and Learning Committee meetings Members of the Governors Teaching and Learning Committee undertake annual teacher observations. 14. Equal Opportunities

5 14.1 This ARR Policy and its delivery at East Sheen Primary School will be underpinned by and take full account of the school s Equal Opportunities and Special Eduacational Needs Policies. The implementation of this policy is the responsibility of all staff. 15. Children with Special Educational Needs 15.1 Detailed assessment procedures and tracking pupil progress for children with SEN are held by the Senco and are within the SEN policy. Date Agreed by Governors: Autumn 2012 Review Date: Spring 2016