BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment, it should be meaningful and manageable and wherever possible part of normal classroom activity Recording is the way in which assessments are documented this could include formative and summative assessment strategies Reporting is the way in which assessments are used to track pupil progress, analyse data, inform interventions and report to the local authority AIMS At Beaufort and Langley Schools we aim that assessment should: Establish a baseline on entry to supplement consultation with parents and other professionals Contribute to school improvement through raising pupil performance and adding value Identify individual needs in order to provide targeted intervention and enhance teaching Record and monitor children s progress and achievement enabling monitoring of, and contributing to, continuity and progression across year groups and Key Stages Be an integral part of our teaching and curriculum planning Be evaluated regularly and amended where necessary Inform the writing of the Annual Review and Individual Pupil Programmes (IPPs) 1

Enable a pupil s attainment to be related to the National Progression Guidance Wherever possible, enable learners to have an accurate idea of what they can do and encourage them to work towards new targets EQUAL OPPORTUNITIES All pupils are entitled to access to the National Curriculum (or EYFS for younger pupils). Through our assessment we will endeavour to meet the individual needs of each child, providing an appropriate balance between academic work, social interaction, independence and other life skills. ORGANISATION AT BEAUFORT Assessment at Beaufort takes on many different forms in order to meet the needs of the children. Formative Assessment (Assessment For Learning) Formative assessment should take place throughout the school day in order to inform planning. In KS1 & KS2, Literacy and Numeracy sessions should include the use of Learning Record Sheets, which can be located on the Q drive (CURRICULUM1 RESOURCES AFL): Learning record sheets are completed by the class staff for each Literacy and Numeracy session. Wherever possible, pupils should be given opportunities to self and peer asses. For example, pupils with more understanding of the traffic light system may be able to indicate whether they have achieved the objective (green), partially achieved it (orange) or not achieved it (red), whereas pupils working at a lower cognitive level will benefit from watching video footage of themselves or peers working in order to appraise on a basic level. Learning objectives should be made clear to pupils and shared in a way that they can access, e.g. through use of symbols, modelling etc. These should be referred to throughout the session, giving staff and pupils regular opportunities to formatively assess. Post-it notes, tick charts, annotation of work/planning and photographs are also an excellent way of recording formative assessments and should be used in conjunction with learning record sheets to aid planning and intervention. Summative Assessment (Assessment Of Learning) Summative assessments for academic subjects should be completed by the last day of each term. These assessments include pieces of work/evidence which are assessed against the P Scales and stored in the (purple) Assessment Folders. Teachers are also expected to have completed teacher assessments using B Squared, which can be completed throughout the term but should be up to date and fully completed by the last day of each term so that the data can be used for whole school analysis and target setting. There will be a trial of INGOT software for assessment of pupils against p levels during 2013 at Beaufort School. CLASSIFICATION: UNCLASSIFIED 2

Early Years Foundation Stage Assessment Each pupil at the Foundation Stage of learning, including nursery 1&2 and Reception, will have a Learning Journal which will include all pieces of work, evidence of progress, learning record sheets and a summary assessment (Development Matters). Pupils work will be levelled against the Development Matters age bands, which will be given a band number, e.g. B1, B2 etc. Learning record sheets will be used to make assessments of achievements during focused sessions. These will include learning objectives, learning outcomes and Look Listen and Note points from the Development Matters guidance. EYFS Observation Sheets will be used to make assessments of learning taking place in Learning Through Play sessions. (From September 2012, pupils will be baselined and assessed on the new B Squared software for EYFS depending on its availability). ORGANISATION AT LANGLEY Assessment at Langley takes on many different forms in order to meet the needs of the children. Planning Assessment opportunities are identified in teacher s short and medium term planning. Records of Progress The progress of each child (including targets set) is reviewed through PRYSM and CASPA software which allow comparisons to be made between groups and individuals. This ensures that expectations are consistently high for all children, regardless of their ethnicity, gender, needs or socio-economic circumstances. Early Learning Goals Assessment Children at the Foundation Stage of learning will be assessed in an appropriate way using national and locally produced assessment materials. TARGET SETTING AT BEAUFORT Each pupil in KS1&2 is given annual academic targets in Literacy (readying, writing, expressive communication and receptive communication), Numeracy (Number, Shape/Space/Measure, Using and Applying), ICT, PSHE, Citizenship, Science and PE. These are the subjects which Beaufort School has adopted as its core subjects due to their importance for pupils with learning and physical disabilities. In KS2, targets are set in relation to pupils who are performing similarly on a national level using the National Progression Guidance Data Sets. In KS1, pupils are expected to achieve 40% of a P Scale level per year. However, this target can be altered based on teacher assessments and pupil circumstances. If any pupils are not reaching their academic targets, class staff (with support from other professional where necessary) will need to plan for interventions and record them in their class Target Setting and Intervention folder. Progress towards academic targets is reviewed termly by the Assessment Coordinator so that data can be analysed and appropriate interventions and adjustments can be made. Knowledge gained from analysis of data may contribute to the School Development Plan and whole school Continuing Professional Development. CLASSIFICATION: UNCLASSIFIED 3

TARGET SETTING AT LANGLEY National Curriculum/P levels The Senior Leadership team set individual annual attainment targets for all children in English and maths. These are set at the end of the summer term, using National Curriculum or P level descriptors as appropriate. To keep track of progress towards these, the targets are reviewed by the class teams in the autumn and spring term to allow time for any additional strategies to be identified and implemented. In addition, the assessment co-ordinator works with Year 5 teachers to set two-yearly targets in the autumn term for Y5 children. The targets are a level to be achieved at the end of Key Stage 2, based on P levels or National Curriculum descriptors as appropriate. Targets are reported to the Governing Body and Local Authority and reviewed in the interim year. Level of attainment A formal record of attainment is kept within all subject areas using both P levels and National Curriculum levels where appropriate. The children are assessed against these criteria on an annual basis during the summer term. Individual targets At each child s annual review, whole year targets are set against the objectives in their statement in collaboration with the parents/carers. These targets are broken down into IEPs, which are reviewed on a termly basis. The IEPs and review of targets within them are shared with parents. Additional Targets We are also set an additional non-curricular whole school target, for example related to attendance. Whole school targets should are accompanied by an action plan. MODERATION This is a key consideration in safeguarding the robustness of our assessment procedures. Moderation is carried out in school and with other special schools. To ensure a wider comparison is made, progress against the Progression Guidance (produced by the National Strategies) and other national data (through PRYSM and CASPA) is considered. STATEMENT FOR SPECIAL EDUCATIONAL NEEDS/ANNUAL REVIEWS Children at Beaufort and Langley Schools have a statement of special educational needs. This is a detailed document that is in six parts; it highlights a child s abilities and areas of concern. It is a legal requirement that the statement should be reviewed each year using the Annual Review form. A meeting is then arranged to take place with each pupil s parents/carers, their class teacher and a member of the senior leadership team. Other professionals may be invited to the Annual Review, for example physiotherapists, educational psychologists etc. A few weeks before the review, the class teacher will complete the Teacher s Annual Review Report by reflecting upon the progress that the pupil has made toward their statement targets and whether or not they have achieved the annual targets that were set in the previous meeting. They should also suggest the pupil s next annual targets which should have been discussed with class staff and any other relevant professionals e.g. the speech and language therapist. CLASSIFICATION: UNCLASSIFIED 4

REPORTING TO PARENTS Parents receive a copy of their child s Annual Report at the end of each academic year. There is an opportunity to discuss the Annual Report at a summer Parents Evening. There are other opportunities to share pupil achievement throughout the year. BASELINING Pupils in EYFS will be baselined against the Development Matters guidance. This baseline should be completed within 7 weeks of their start date at Beaufort School. At the beginning of year 1, pupils will be baselined on the P Scale Levels using the level descriptors and the B Squared software. Pupils who are already in years 1 and above when they start Beaufort School should be baselined using the P Scale level descriptors and B Squared within 7 weeks of their start date. REVIEWING THE POLICY This policy will be reviewed and revised every 3 years by the Assessment Coordinators in consultation with the Executive Head Teacher and Federation Leadership Team. It will then be reviewed by the Full Governing Body. Deb Steggall and Lynne O Dea (Langley) Kara Robinson and Joanne Latham-Cook (Beaufort) Revised January 2013 Agreed Curriculum Governors CLASSIFICATION: UNCLASSIFIED 5