Hallsville Primary Assessment policy

Transcription

1 Hallsville Primary Assessment policy

2 Hallsville Primary Assessment Policy Rational Assessment forms the basis of good practice in Teaching and Learning. It informs the teacher of where the children are at and therefore what their next learning targets will be. When assessment information is shared with pupils and parents, learning becomes clearer and more focused and standards are raised. At Hallsville Primary, assessment is given a high priority. The Head teacher is responsible for ensuring the following:- Statutory assessments take place for children at the ends of Reception, Year 1(phonics), Year 2 and Year 6 Statutory requirements are met in Annual Written reports to parents. The Deputy Head teacher will act as Assessment co-ordinator overseeing the management of assessment across the school. 2

3 Summative Assessment Termly Assessment Reading All pupils below level 2 need to be assessed using RML reading assessment Children who are below level 3 and can not access QCA comprehension test need to have a level 2 running record Children at level 3 and above need to be given an appropriate level test for their year. Writing KS1 children and children in KS2 that are below level 2 use Ros Wilson to level a child s independent writing samples. KS2 (children at level 2 and above) use banding in QCA booklets. Maths Children at and below level 1 use task assessments. Children at level 2 and above use SATs / QCA tests for their year. Statutory Requirements: Statutory Assessment at the end of Reception, Year 1 phonics, Key stage 1 and 2. During Year 2 and 6 parents meeting teachers to inform parents about SATs tests/tasks and how they can best prepare their child. National Curriculum tests/ tasks plus teacher assessment reported to Year 2 and Year 6 parents at the end of the Summer Term alongside annual written school report. Year 2 tests and tasks are to be filed in blue individual pupil assessment folder. Year 6 SATs results /teacher assessment transferred to secondary school through CTF. Teacher assessment at the end of Key stage 1 and 2 in each attainment target in the three core subjects completed summer term. Teacher assessments are to be handed on to the next classroom teacher at class handover meeting at the end of Summer Term. Core co-ordinators analyse results and inform SMT of the schools strengths and weaknesses Nursery assessments and EYFS Profiles must be updated termly; results for Reception are submitted to the LEA each year. 3

4 Foundation Stage Profiles: A new focus on three prime areas of learning in the EYFS so children are ready and able to learn at school. These areas are: personal, social and emotional development, physical development and communication and language. Each child s typical development and achievements will be recorded on assessment scales derived from the stepping stones and the Early Learning Goals. Nursery Newham Individual Pupil Profiles are updated termly, showing ongoing significant achievement. Reporting to Parents: Formal parent evenings are held in autumn and Spring Terms. Teachers inform parents and pupils of two individual learning targets in each of the core areas. Teachers advise parents on how they can support their child s learning at home. Written reports to parents are completed in the summer term. Two individual learning targets are recorded for Numeracy and Literacy. Grades for attainment and effort are also reported to parents Non- Statutory Requirements QCA Tests: National Curriculum Optional Tests taken at the end of Years 3, 4 and 5 ( See QCA guidelines) Results of QCA tests are used to inform Teacher Assessments. This information will be discussed at Pupil Progress Meetings and the end of year Handover Meeting. Teachers will analyse their individual class attainment in reading, writing and maths. Core co-coordinators will analyse cohort attainment, identifying strengths and weaknesses, as well as strategies to raise standards. Teacher Assessment: All teachers from Year 1 up to year 6 will complete teacher assessment at the end of every term in reading, writing, and maths. In Years 1 to 6 all teachers will assess science and every foundation subject at the end of each unit. Teachers in Years 2, 4 and 6 will be asked to give an overall assessment level for Science and ICT at the end of the year. The levels will be recorded on Assessment Manager and progress in Science and ICT tracked year on year. Termly Teacher Assessment will be recorded on Assessment Manager. Teachers will analyse Teacher Assessment every term and track their individual class s progress towards reaching their end of year targets (A.P.S.-average point scores) EAL, SEN, G & T, Literacy and Numeracy Coordinators/ Assessment Coordinator will track cohort progress towards end of year targets. 4

5 IEPs: The review of and setting of new targets for pupils on the SEN register at School Action or above is carried out termly by the class teacher and SENCO or Learning support Teacher. Copies of IEP s are sent home to parents. SEN stages are recorded on Pupil Achievement Sheet. P Levels: Levels will be recorded and progress tracked using assessment manager. Only children with SEN will be assessed using P-scales EAL Stages: EAL children below level 2 are reviewed termly by EAL/Assessment cocoordinators. EAL steps are recorded on Pupil Achievement and Tracking Sheet. Use of Summative Assessment Data Statutory tests and tasks and teacher assessment will be stored centrally on the schools administrative computer system. A paper copy of the data and other assessments will also be kept in files in the headteachers office. All data will be analysed using average point scores for progress and percentage figures for achievements. The information will be used to:- Track the progress of individual children as they progress through the school. Track the progress of individual cohorts as they pass through the school. Provide information about whether a child should be placed on or taken off the SEN register Highlight children who are under achieving and will need targeting to achieve their full potential. Highlight and identify more able pupils. Track the progress of different groups of pupils. Provide information for setting school targets in achieving level 2/3 in Year 2, level 3 / 4 in Year 4 and level 4/5 in Year 6. The Transfer of Assessment Material. The transfer of Assessment Information to Secondary School The records of Year 6 children will be passed on according to LEA guidelines. This will be managed by the Deputy Head and Learning Mentor. 5

6 Target Setting for Attainment At the end of the Term 1 a target will be set for reading writing and maths (Year 2 and 6 Science also). It will be based on teacher s expectations with prediction plus challenge built in for Year 1- Year 6 as to which level a child should be aiming to achieve at the end of the year in their SATs / QCA tests. Target Setting for Achievements Teachers set targets for children in reading, writing and numeracy when reporting to parents at the end of the year. These targets are to be handed over to their next teacher during the handover meeting. The new teacher will be responsible for these targets being recorded on the inside of the front covers of appropriate work books. Targets must be written on white stickers and dated. It is very important that the children are aware of the targets they are striving to achieve and take an active role in doing this. When a target is achieved this must also be dated on the sticker. After every summative assessment a target must be created by the child and teacher in reading, writing and numeracy and placed inside the front cover. Teachers should support children with the creation of these targets by using the test papers from their summative assessment. It is expected that by the end of an academic years each child will have four targets for each of the three subjects. The final one in term three should also be the focus of what target goes home to parents/ carers when they report to them. It is a cycle. Target setting for Parents During the first parents evening of the year, targets are set for children in collaboration with their parents/carers. They should focus on achieving them together. A copy must be kept by the class teacher. At the second parents evening, teachers will need to revisit the targets set in November to see if they have been achieved. New targets should be set and again a copy should be kept. Formative Assessment APP (Assessing Pupil Progress) 3 children (HAG, MAG, and LAG) in every class are assessed using APP assessment focuses. APP assessment takes place three times a year; at the same time as termly assessments. INSET time is used for moderating writing assessments. Subjects that are assessed are: reading and writing Teachers need to use evidence to assess each child. For: Reading teachers will need to use running records, RML assessments, QCA/SATs tests. 6

7 Writing teachers will use termly writing assessments/ BIG WRITES/ and cross curricular writing examples where children have applied writing skills independently. Teachers will be able to assess the next area of learning that a pupil will need to achieve in order to progress. Long Term Planning for Assessment Schemes of work should provide end of topic assessment opportunities i.e. National Numeracy Strategy. Published assessment tests should also be used to help teachers gain accurate levels for their pupils. Medium Term Planning Termly assessment in the core areas of English and Maths (Yr 2 & 6-Science) is planned for in terms 1, 3 and 5. Every half term the planned assessment tasks for foundation subjects are annotated against the specific objectives that have been taught in the ½ term to provide a record of pupil achievement and next learning targets. Pupils work and assessment sheet is to be stored in the blue assessment folders. Targets are shared at parent evening with child and EAL, SEN and G & T co-coordinators are given non-contact time to monitor levels and standards achieved across the school. Information is fed back to SMT and the staff. Team Leaders monitor Medium term Planning and Assessment. Assessment for Learning is used in all subject areas. Short Term Planning for Assessment Day to day assessment informs the teacher the extent to which pupils are achieving objectives set out in the lesson plans. Teachers will gain knowledge of where children are at through:- Carefully targeted questioning Pupil Observations/ dialogues. Peer/self assessments Effective marking of pupils work i.e. recognizing achievement and setting new achievable learning targets. Curricular Target Testing i.e. spelling/ tables/mental maths The Assessment/Evaluation column on the weekly planning sheets gives opportunity for teachers to record significant achievements or adjustments/annotations to prepare for the next day or the next lesson. Early Years teachers record assessment in individual pupil portfolios. 7

8 Teachers will have an Assessment File where all assessment data will be held. This includes APP information. Teachers blue assessment books will be used to: - record checklists of pupils achieving spellings/times tables significant achievement Literacy /Numeracy group targets/needs Homework information 8