THE QUEEN S SCHOOL Assessment Policy

Transcription

1 The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect. THE QUEEN S SCHOOL Assessment Policy Agreed by: School Governors Date: April 2013 Review Cycle: Next Review Date: December 2014 Version 1 All the Queen s School policies should be read in conjunction with the Equality Policy If you require a copy of this document in large print, Braille or audio format, please contact the School Business Manager

2 The Queen s Church of England Primary School ASSESSMENT POLICY Rationale At The Queen s Church of England Primary School we believe that assessment is an essential and integral part of effective teaching and learning. It lies at the heart of the process of promoting children s learning and provides a framework within which educational objectives may be set and children s progress expressed and monitored. We fully believe that this should be done in partnership with the children. Aims Through the principles and processes of assessment we aim to: enable our children to demonstrate what they know, understand and can achieve in their work support and help our children to recognise the standards to aim for and understand what they need to do next to improve their learning allow teachers to plan work that accurately reflects the needs of each child and guides future planning and curriculum development monitor progress by gathering information about the performance of individual pupils, groups and cohorts of pupils so it can be used to inform target setting in a range of levels provide regular information for parents that enables them to support their child s learning provide the Headteacher and Governors with information that allows them to make judgments about the effectiveness of the school Types of Assessment We undertake two different types of assessment: Assessment for learning (formative) This involves the use of ongoing daily assessment in the classroom by the teacher both formally and informally to impact and raise pupil achievement. The result of using this form of assessment has a direct impact on children s learning and the teaching materials and strategies employed immediately following the assessment. At The Queen s Church of England Primary School we: ensure the learning objective and success criteria (WILF What I am looking for) is made clear use peer and self assessment ensure children are challenged through effective questioning use a clear, consistent marking code (please refer to Marking and Presentation Policy) set and review whole class maths target set individual personal targets for reading and writing review and reflect upon pupil performance use Assessing Pupil Progress for reading use Ros Wilson s Criterion Scale to moderate writing from Year 1 to Year 5

3 Assessing Pupil Progress (APP) Six children (2 from extension groups, 2 from core groups and 2 from support groups) are chosen as the core group to be assessed. These children should not be on the Special Educational Needs or English as an Additional Language registers. The rest of the children will be assessed against the target children. If a child from the core group leaves then they must be replaced by another child of a similar level. At least one guided reading session is to be focussed on highlighting APP. An assessment focus must be chosen before the session. Assessment of learning (summative) This involves judging pupils performance against national standards. It occurs at defined periods of the academic year. It provides information at pupil, class and school levels. At the Queen s Church of England Primary School we use Target Tracker (TT) for whole school assessment data. Teachers are expected to input their class data at defined periods throughout the year to enable whole school analysis. We take into account the differing needs of children and through the knowledge of our pupils, together with the regulations and guidance from the Local Authority (LA), we ensure children have fair access to assessment procedures. Assessment in the Foundation Stage During the first half term a baseline assessment is carried out on all children to assess where they are in terms of knowledge on entry to the school. This information is put onto Integris and is used to carefully plan appropriate activities. All assessments are carried out continuously throughout the year in the form of photos, notes on a register, sticky labels and the children s own self-assessment. The assessments collected are added to every child s own profile within school, which will be passed onto the Year 1 teachers. This is also collated together to inform Integris information is uploaded every half term and at the end of the academic year the information is sent to the LA. Assessment in Key Stage One Year 1 Near the end of the first half term a baseline assessment is carried out for maths, reading and writing in order to give each child a National Curriculum level. This level will be used for target setting. Reading is assessed each term using APP. and is assessed using 1:1 teacher assessment based on level descriptors and I can statements. The children are also assessed in phonics throughout the year. In the Summer Term the children complete the statutory 1:1 Screening Assessment. Year 2 The children complete phonics and science assessments each term. Reading is assessed using APP. Previous maths Standard Assessment Tests (SATs) papers are used in December to give a current curriculum level. SATs and teacher assessments are completed in the Summer Term. These are monitored across the year group and moderated in school or at a session run by the LA. Assessment in Key Stage Two Years 3 to 5 complete maths and science papers each term. Reading is assessed using APP. Optional SATs are completed in the Summer Term for writing, reading and maths. Year 6 complete previous SATs papers throughout the year in maths, writing, reading and science. Reading is also assessed using APP. SATs and teacher assessments are completed in the Summer Term.

4 Writing Assessments Twice yearly (December and March) Year 1 to Year 5 complete the same writing assessment. These are marked using the Ros Wilson Criterion Scale and moderated across the school. Religious Education Assessments As a Church of England School, we assess the children every term against Attainment Target 1 (AT1) and Attainment Target (AT2) levels provided by the Southwark Diocesan Board. These scores are entered onto TT to track progress throughout the academic year. ICT Assessments See Appendix 1 Assessments Children complete Mini SATs papers from Year 2 onwards based on the topic they have studied. These are completed termly and the children are given an average overall level at the end of the academic year. See Appendix 2 Foundation Assessments Humanities is teacher assessed using a standard format stating the children who have achieved below or above the expected level. See Appendix 3 Procedures In making assessments we strive to: avoid any bias according to a child s race, sex or social background make consistent judgements avoid preconceived judgements of a child s potential appreciate each child s personality and approach to learning and provide them with the best opportunity to succeed provide appropriate resources and support for children with special needs recognise variation in performance Assessment activities should be differentiated to ensure all children have access to the task. In Key Stage Two, the Extension group will complete the test paper from the year group above and it is acceptable for the teacher to arrange for children to take the test from the year group below if it is thought necessary. Children may also be assessed orally if they are unable to produce a piece of written work. The nature of any adjustments should be recorded stating reasons for the decision. Records and Record Keeping Our main system for recording data is Target Tracker. Alongside the assessment file and drawers, records can also be found in: early years record of achievement copies of annual reports to parents SATs and other test results reports and records from external agencies teacher s plans samples of children s work teacher s notes

5 Standardisation and Moderation The process of moderation is an essential part of the assessment system. Teachers are involved in the moderation process to ensure agreement on criteria for levels in the following ways: With colleagues in school With colleagues from other schools By attending LA sessions to ensure our judgements are in line with other schools Reporting Reports promote and provide: Good home/school relationships Information for parents An opportunity for discussion with parents In some cases, information for outside agencies Targets for the children A written report for each child is sent to parents once a year at the end of the Summer term. Reports for children in Reception outline a child s progress within the Early Years Foundation Stage (EYFS). From Year 1 to Year 6 reports outline a child s progress in the core and foundation subjects of the National Curriculum, including levels for English Overall, Reading, Writing, and. The teacher will make a comment on the attainment of the pupil in terms of national age related expectations. Targets for literacy and numeracy are also set. For children at the end of Key Stages 1 and 2, additional information including details of SATs testing will also be provided. Parents are invited to attend formal consultations with the teacher during the Autumn and Spring Terms. Year 5 parents have an additional consultation during the Summer Term. Parents are welcome to discuss the progress of their child with the teacher or Headteacher at other times should the need arise. Target setting and reviewing progress Target setting fits into the annual cycle of school review, planning and action. Short term targets In EYFS, whole class reading targets are set in February and reviewed with parents during parent consultations. If a writing target is required these are also set. Key stage 1 and 2 children are also set individual Literacy targets for Reading and Writing. targets are set for the whole group on a weekly basis relating to the topic they are learning that week (please refer to Policy). Targets are reviewed and set according to individual need. Children s understanding of their target is paramount and thus targets are set in consultation with them. Long term targets Key Stage 1 and 2 targets are set at the beginning of the year for English overall, Reading, Writing, Speaking and Listening and, which are recorded on TT. These targets are set using teacher assessment and test information from the end of the previous academic year. Teachers use their

6 professional judgement when setting targets using their knowledge of expected progress. Children in Key Stage 1 are expected to make 3 sub-levels of progress and 2 sub-levels of progress in Key Stage 2. The Role of the School Assessment Co-ordinator A member of the teaching staff has the responsibility for the development of the assessment, recording and reporting procedures in school. The co-ordinator s responsibilities include: contributing to the School Development Plan (SDP) through work with the Senior Leadership Team (SLT) leading school development in assessment, recording and reporting (APP) procedures liaising with subject co-ordinators within the school liaising with other assessment co-ordinators within the Local Authority attending and leading Inservice Training (INSET) where appropriate keeping Governors informed Monitoring and Evaluation Assessment, recording and reporting procedures should be monitored annually by the Assessment Coordinator alongside the Senior Leadership Team so they remain meaningful and manageable. Policies and procedures may change in light of any new initiatives imposed. This policy should be reviewed in line with the school cycle. Assessment Timetable See Appendix 4

7 Appendices Appendix 1 ICT Assessments We are currently reviewing procedures for assessing ICT throughout the school. This forms part of the Assessment Action Plan for the Summer Term Appendix 2 We are reviewing procedures for assessing AT1 skills in throughout the school. This forms part of the Assessment Action Plan for the Spring Term Appendix 3 Other foundation assessments will be introduced through a rolling programme. EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Autumn Term Spring Term Summer Term Baseline assessment Continuous assessment for Continuous assessment for Continuous assessment for Profile Profile Profile Baseline assessment for writing (1:1 TA) (1:1 TA) Humanities Reading APP Writing APP reading (1:1 TA) (1:1 TA) Humanities Reading APP Old SATs Paper (Dec) Writing (1:1 TA) (1:1 TA) 1:1 Statutory Screening Humanities SATs Reading APP Optional SATs Optional SATs Optional SATs SATs