Assessment Policy for Pyrgo Priory Primary School

Transcription

1 Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black & William 1998) At Pyrgo Priory, assessment for learning is a continuous process which involves the seeking and interpreting of evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next and which is the best way to get there. It is an integral part of the National Curriculum Statutory procedures; this policy outlines the purpose and management of assessment in our school. There are three main purposes of assessment: 1. Assessment of learning (summative assessment) 2. Assessment for learning (formative assessment) 3. Assessment for diagnosing strengths and weaknesses (diagnostic assessment.) At Pyrgo Priory, summative assessment includes: Foundation Stage Profile during the Reception year, and PIPS baseline assessment On entry and on-going assessment recorded for Reception classes and submitted to the LA for analysis Reading Progress Tests in year 1, PIPs end of year assessment PIPs baseline assessment in year 3 Non-statutory optional QCA tests in years 3, 4 and 5 LEA reading screening test in year 5 End of Key Stage statutory attainment tests in Key Stages 1 and 2 Termly teacher assessment in reading, spelling, writing, speaking & listening, maths, ICT and science. Termly levelled writing, 1 Whole School Writing Task. Group Reading Test in years 1 6 Formative assessment comprises clarifying learning intentions at the planning stages so that this assessment can take place in the classroom: Sharing learning intentions at the beginning of the lesson Involving children in self-evaluation against the stated learning intentions. Focusing oral and written feedback around the learning intentions of lessons and tasks. Organising individual target setting where appropriate, in order that children s achievements and targets are based on previous achievement at the same time as aiming for the next level. Effective questioning, raising self-esteem via the language of the classroom and ways in which achievement is celebrated. We also use diagnostic assessment to identify children s strengths and weaknesses in order to: Help children progress Inform parents of their children s progress Promote continuity and progression between year groups Ensure a consistent approach to judging children s attainment Ensure that assessment opportunities are planned and that the outcomes of assessment are used in the planning of future work Identify and support special needs children Identify and support Gifted and Talented children Provide information to external auditors 1

2 Support the continual professional development of teachers Assist in evaluating the success of curriculum delivery Encourage teacher reflection as to the effectiveness of teaching styles employed. Assessment for Learning (AFL) Is one of the key priority areas embodied in our School Development Plan, and should: Be part of effective planning of learning and teaching Focus on how pupils learn Be recognised as central to classroom practice Be regarded as a key professional skill for teachers Be sensitive and constructive, because any assessment has a potential emotional impact Take account of the importance of learner motivation Promote commitment to learning goals and a shared understanding of the criteria by which they are assessed. It is our aim that through constructive guidance about how to improve, learners will develop capacity for self-assessment so that they become reflective and self-managing. AFL should recognise the full range of achievements of all learners. Assessment for Learning in action 1. Learning intentions and success criteria are made explicit in teachers planning. 2. Children and adults are told at the beginning of each lesson what they are to learn and what they are due to do. Teachers separate the task instruction clearly from the learning intentions and the success criteria. The learning intention will be displayed and shared for each lesson and success criteria will be displayed and discussed with the children. The plenary part of the lessons will often include the children s reflective comments about their learning, followed by teacher summary, aimed at unravelling misconceptions and providing links to future learning. Oral feedback will start with a comment about how a child is following the learning intention and how they can improve their understanding and application. Written work is marked in accordance with the Marking Policy, with guided comments aimed at improving performance during planned editing time. Target Setting: As a result of formative assessment, we set targets in three ways: a) Quantitative tracking of targets from term to term using our own pupil progress tracking system Each term, Year Group Leaders meet with the Senior Management Team to review individual pupil progress. Adjustments are then made to targets, and to the SEN register (including IPP targets) and to the G&T register. Additionally, individual pupils are targeted in Year 6 and intervention strategies implemented such as extra curricular Literacy and Maths Booster groups and Easter Holiday Revision classes. b) Qualitative written targets which are discussed with children and parents as well as being recorded and updated half termly in core subjects. 2

3 c) Non-recorded targets acknowledging that children often set themselves targets as a result of focused marking or talking about their work as they discover more things about themselves and their learning. Targets are written using child friendly vocabulary and are SMART Specific, Measurable, Attainable, Realistic, Time-framed. Targets are set by the HT and the SMT for predicted attainment in SAT tests for KS1 and KS2 each October for the current cohort and the next academic year cohort. These targets are discussed with the LEA, agreed and presented to the School Governing Body. Foundation Assessment The six areas of learning assessed during a child s time in the reception class and completed at the end of the reception year are: a) Personal, social and emotional development b) Communication, language and literacy c) Mathematical development d) Knowledge and understanding of the world e) Physical development f) Creative development. Assessment and progression is recorded in the Foundation Stage Profile. Reception teacher/s meets with the Nursery staff and with parents before the child starts the reception year to discuss the child in general, where they feel the child is in their learning & development and points for further development. Parent interviews take place in the Autumn and Spring terms and each child receives an end of year report detailing progress and achievement over the year. Special Educational Needs Where teachers have a concern about a particular child, they will discuss with the SENCO what action to take in the interests of the child. The SENCO provides support to all teachers with initial Teacher Concern (TC) and also the writing of children s Individual Provision Plan for School Action (SA), School Action Plus (SA+) and for Statemented (SM) children in liaison with LEA Educational Psychology Service and outside agencies where appropriate. The SENCO decides on the in-school support that is provided for SEN children and monitors the effectiveness of intervention strategies with the Headteacher half termly. The SENCO also has regular meetings with Year Group Leaders, Class teachers, Classroom Assistants, the Educational Psychology Service and outside agencies in order to continually monitor and asses the progress of SEN children and to look at strategies and resources which are recorded on a Provision Map. Careful monitoring and assessment ensure that pupils can join, progress and can be discharged from the register as their needs change. Where children have specific learning needs and are assessed as performing below level 1 of the National Curriculum requirements, they will be assessed using the 9 point P level assessments and where appropriate, targets will be drawn from the 0 3 years Framework. Gifted & Talented At Pyrgo Priory, gifted children are defined as being academically exceptional in one or more areas of the curriculum. Talented children are those who are skilled in one or more areas in the creative arts and P.E. Our very able children are also identified in the Gifted & Talented Register which is monitored and 3

4 updated by the Gifted & Talented Co-ordinator. Typically, these children make up 10 15% of each class from the end of Year 2 upwards. Pyrgo Priory s Pupil Progress monitoring program and staff s professional judgement are used to assess the children who are listed on the G&T register. These children are catered for by the extension activities set up by Class Teachers, by higher ability setting arrangements in core subjects and also by courses arranged by the LEA. Recording of Assessment Summative: Each term; Teachers record results of standardised tests in spelling, reading, 2 moderated & levelled writing tests, speaking and listening. Teachers also record levelled Teacher Assessments (TA) in maths, science and ICT. Teacher assessment is validated by the Right2Learn online assessment program in literacy, maths, science and ICT, which records part level attainment, and by scheduled moderating meetings in year groups and in designated whole staff meetings. Termly Pupil Progress Review sheets are completed for each individual pupil and require teachers to interview individual pupils, record termly levels for core subjects as well as contextual information such as clubs attended, or SEN status. Year Group Leaders meet with the SMT to monitor individual pupil progress and to evaluate the impact of intervention strategies. G&T and SEN registers are updated as a result of these monitoring meetings. All end of term levels and test results are recorded on the whole school data analysis file which enables the school to monitor individual pupil s as well as groups of pupils year on year progress, to look at expectations for achievement from the predictions and to identify next step targets. Big Writing levels are recorded by English set teachers / class teachers weekly and APP is used in mathematics as on-going levelled assessment. Information about individual pupil achievements are shared with class teachers before each termly Parent s Consultation meetings. Literacy unit intentions are highlighted and dated as they are achieved. At the end of each academic term, attainment for each child is recorded on the Pupil Progress Review sheets. These records are completed in all core subjects (reading, writing, and Mathematics) and handed on to the next teacher to form a continuous record of achievement and also in identifying areas for development during the following year. For the foundation subjects, the same recording method using NC level statements is used throughout each term and handed on to the next teacher at the end of each Academic Year. The QCA unit statements are used for Science recording. These statements are based on the expectations stated for each unit under the headings: most children will some children will not have made so much progress and will some children will have progressed more and will Reception will use the PIPS and FSP checklists which are passed up to the next teacher. 4

5 Formative Teachers regularly make notes on their planning to indicate how lessons have gone and whether the learning intentions have been achieved. They use these notes at weekly planning meetings to ensure that the following lessons build on knowledge and skills from lesson to lesson. Teachers mark the children s work regularly, primarily to the learning intention and in accordance with the Marking Policy. Children s targets reflect the level they are working at and the way in which they need to move forward. Assessment Timetable. Autumn Term Year Group detailed weekly assessment timetable for all subjects planned and recorded on Medium Term Plans. PIPs baseline started FSP (Development Matters) continued from Nursery Year 1 Reading Progress Test Baseline assessment Year 3 PIPS baseline test KS1 and KS2, 1 Whole School Writing Task, 1 Set Writing Task (levelled and moderated) Right2Learn online tests Literacy, Maths, Science, ICT KS1 and KS2 Spring Term Pupil Progress Review October Year 5 Reading Screening Test (Suffolk Reading Test) Foundation subject records updated SENs IPPs reviewed new targets set, register and Provision Map updated G&T register reviewed and updated Spring Term Year Group detailed weekly assessment timetable for all subjects planned and recorded on Medium Term Plans. FSP (Development Matters completed and FSP started) Autumn Term Assessment Grids monitored by SMT, evaluated and individual pupil targets amended. KS1 and KS2 Spring Term Pupil Progress Review KS1 and KS2, 1 Whole School Writing Task, 1 Set Writing Task (levelled and moderated) Year 1 Reading Progress Test level 1 Right2Learn online tests Literacy, Maths, Science, ICT Mid Term Proformas for Parent review meetings Foundation subject records updated SENs IPPs reviewed new targets set, register and Provision Map updated G&T register reviewed and updated Summer Term Year Group detailed weekly assessment timetable for all subjects planned and recorded on Medium Term Plans. PIPS database completed FSP completed sent to LA Year 1 PIPs test (baseline for year 2) Spring Term Assessment Grids monitored by SMT, evaluated and individual pupil targets amended. KS1 and KS2 Summer Term Pupil Progress Review KS1 and KS2 practice test writing task during 1 st half term before SATs/QCA test. KS1 SATs Year 2 KS2 SATS YEAR 6 Right2Learn online tests Literacy, Maths, Science, ICT 5

6 Optional QCA Maths and Literacy tests Year 3, 4, 5. Foundation subject records, Literacy Maths and Science records completed and handed to next teacher. Individual pupil End of Year Reports to Parents. SENs IPPs reviewed new targets set, register and Provision Map updated G&T register reviewed and updated In addition to the assessment timetable, Class teachers may raise pupil concerns which could result in further assessments carried out in school by Classroom Assistants, the SENCO, Educational Psychology Service, Gifted & Talented co-ordinator or outside agencies. Further assessments may be necessary for pupils in Year 6 with Special Educational Needs during the Autumn Term in order to secure them extra time in Statutory Tests. Results of assessments are made known to individual pupils and parents through marked work, Mid Term Proforma records, IPP review meetings, End of Year Reports and during Parent Consultation Meetings each term. 6