Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher Signature
Rationale At Broadoak Primary School we believe that in order for all our children to be successful learners then assessment for learning must be at the heart of everything we do. The primary purpose of assessment is to inform the next steps in teaching and learning in order for us to ensure every individual fulfils their maximum potential. Assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learnt. It is also the means by which pupils understand what they have achieved and what they need to work on. At Broadoak we have a robust assessment and tracking system, which reflects the National Curriculum 2014, and uses a carefully planned combination of formative and summative assessment. Following a transitional phase last year we have moved away from the old assessment system of levels and for the start of the academic year 2015-16 we have a system based on end of year expectations across all year groups. Formative assessment creates a positive learning environment where children can see the steps necessary for their own success. It enables teachers to set appropriate work at the level necessary for the children s continuing progress. Summative assessment is important for accurate information regarding a child s attainment and progress. It informs whole school target setting and prediction of a cohort s future attainment. Aims and Objectives The aims and objectives of this policy are: To raise the standards of achievement throughout the school by identifying gaps in learning To maintain accurate records of the progress and attainment of individual children and cohorts To ensure consistency in assessing achievement and identifying achievable and challenging targets for each child To enable the active involvement of pupils in their own learning To enable teachers and other professionals to use assessment judgements to plan work that accurately reflects the needs of individual pupils To provide regular, reliable information for parents about how their child is performing and provide clear next steps for learning that they can support at home To provide parents with information about the whole school s performance To provide the information that allows school leaders and governors to make judgements about the effectiveness of the school and to evaluate the school s performance against its own previous attainment over time and against national standards To celebrate progress and set ambitious targets for attainment and achievement
To work in school and also externally within the cluster to moderate outcomes between schools to ensure consistency of judgements To make sure that as a school we keeping up with external best practice and innovation through networking with other schools Types of assessment At Broadoak Primary, we use a combination of formative and summative assessment as outlined below: Formative Assessment (Assessment for Learning AfL) Formative assessment is a powerful way of raising pupils achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim. Formative assessments are used to: identify children s strengths and gaps in their skills/knowledge identify next steps for learning inform future planning enable appropriate strategies to be employed facilitate the setting of appropriate targets for the class, group, and individual track the child s rate of progress facilitate an evaluation of the effectiveness of teaching and learning inform future teaching and learning strategies identify individuals and groups for specific intervention support. Summative Assessment - Assessment of Learning Summative assessment (Assessment of Learnin g) is important for informing both parents and teachers of a child s attainment and progress. This will also inform whole school target setting and prediction of a cohort s future attainment Summative assessments: identify attainment through one-off standardised tests at any given point in time record performance in a specific area on a specific date provide age standardised information provide end of key stage test data against which the school will be judged ensure statutory assessments at the end of EYFS, KS1 and KS2 are met provide information about cohort areas of strength and weakness to build from in the future Assessment Methods/Materials Teachers use a range of assessment tools and materials (including analysis of children s work in books, guided reading records and results of class tests/published tests) alongside on-going focused marking and notes of pupil observations to inform their assessment of progress for individual pupils and groups.
Results of published tests are used to inform teacher assessments against key assessment criteria using the tracking grids for maths. These results should not be used in isolation to assess a pupils progress (See Appendix 2). Assessment in the EYFS Currently, children in EYFS are assessed against the Foundation Stage Profile and the seventeen Early Learning Goals. During the Nursery and Reception years observational evidence in the form of written observation, photographs, annotated pieces of work and learning journeys will be used to capture children s learning and inform staff planning developmentally appropriate next steps. (Formative Assessment) At the end of the Reception year children are reported as to whether they are emerging, expected or exceeding for each ELG and whether they have achieved a good level of development. (Summative Assessment) From September 2015, all children entering Reception will undergo a baseline assessment. This will be used to assess the progress of children who enter Reception year. The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of Reception year. It will be linked to the learning and development requirements of the Early Years Foundation Stage (EYFS). Broadoak Primary School uses the Early Excellence Baseline Assessment for Reception, which is an observational assessment based on good early years assessment practice. Information relating to this can be found at: http://earlyexcellence.com/eexba/ Phonics Screening (Year one) In June all pupils in year one complete a phonics screening check. Pupils who do not achieve the required standard at the end of year one repeat the check at the end of year two. (Summative Assessment) Statutory End of Key Stage Assessment (Year two and Year six) From September 2015 Year two and Year six children will be assessed against the new end of key stage performance descriptors for the 2014 national curriculum. These performance descriptors will be published in the autumn of 2015. Children in year two and year six will still continue to sit test papers. In Year two, the test papers/tasks will be used to inform teacher assessment. Writing for both year two and year six will continue to be teacher assessment. National Curriculum in 2016 onwards will be as follows (Summative Assessment):
Year group Year 2 (All teacher assessment) Year 6 (Mix of tests and teacher assessment ) 2016 Tests/tasks 1. Reading test as part of the evidence base 2. Maths tests arithmetic and problem solving as part of the evidence base 3. Spelling, punctuation and grammar test as part of the evidence base 4. Writing teacher assessment 1. Reading test 2. Maths tests arithmetic, two problem solving papers 3. Spelling, punctuation and grammar test 4. Writing teacher assessment Assessment in Years one to six: (In addition to / other than statutory end of Key Stage tests) From September 2015 all children at Broadoak are being assessed against the new National Curriculum for mathematics using the Rising Stars Progression Frameworks on Classroom monitor, our schools assessment and tracking software. For each year group there is a set of Age Related Expectations (ARE s) for a child to meet. These are a set of statements which clearly outline the skills and knowledge which a child should achieve by the end of a particular year and are available on the schools website At Broadoak we collect summative assessment at three times a year (once a term) against the ARE s for mathematics. In order to make a judgment on the % of the ARE s a child has met each term we use a range of evidence work in books, tests, mini assessments, observations, annotated planning. Over the year the % of ARE s a pupil has met with be tracked using Classroom Monitor software to ensure all learners are making good progress At the end of the academic year, the total % of ARE s a child has met will then be converted into an end of year judgement. The end of year judgement will report as to whether a child is Beginning, Developing or Secure within the ARE s for their year group. For each end of year judgement a % of the ARE s must be met as shown below: Judgement % ARE s achieved What this means Beginning 10% - 27% This child is working below the Beginning + 27.5% - 44% ARE, having met less than half the expectations. Developing 45% - 64% This child can demonstrate Developing + 65% - 84% understanding of more than half the ARE s and is almost working at the expected standard
Secure 85% - 92% This child has mastery of nearly Exceeding 93% - 100% all the ARE s for their year group and so are securely working at or above the expected level The AREs in Reading and Writing are equally weighted. However, the mathematics AREs are not equally weighted, with some named as key performance indicators (usually linked to understanding of number and calculations) which have a higher weighting than those relating to shape, space, measures and statistics These % have been agreed between the majority of the schools using Classroom Monitor which helps with consistency and moderation of judgements Digital records are kept for each child, using the Classroom Monitor software, indicating which ARE statements have been taught and the level of understanding independently demonstrated by the child when the statement is assessed. These records are kept for maths Each statement is RAG highlighted to show whether they have: RED been taught the statement but have only limited understanding or recall; Amber have demonstrated a satisfactory level of understanding but have not yet fully mastered the concept; or Green demonstrated complete understanding and mastery of the concepts From September 2016, all year groups will be assessed against the ARE s and this is what will be reported to parents All other Curriculum 2014 subjects will be assessed against a bespoke bank of Broadoak assessment criteria created by the school to match the needs of their curriculum, in line with the new curriculum. These will be tracked on an internal school tracking system for the academic year 2015-16 and will be uploaded onto classroom monitor the following year. Moderation The process of moderation is an essential part of our school assessment system. We ensure that time is set aside each term for moderation to take place. The purpose of which is to ensure that our data is accurate and consistent across the cohorts, school, and cluster. Teachers and support staff are involved in the moderation process to ensure agreement on the criteria for the ARE s in the following ways;
I. With colleagues in school key stage meetings, staff meetings, 1-1 with subject leaders, II. With colleagues from other network schools III. By attending LA sessions to ensure our judgements are in line with other schools Tracking Pupil Progress We use Classroom Monitor in order to record pupil data and track progress for mathematics. We report 3 times a year for maths from Year one to Year six. Pupil data is reviewed termly at Pupil Progress meetings and used to target children who are not working at ARE and for plan/evaluating intervention Senior leaders, subject leaders and the SENCO all complete an analysis of the data to review progress for their specific area of responsibility Reports / Sharing information with stakeholders Each term the governors receive an internal data report. In addition to this they receive information on statutory assessment performance Parents evenings are held twice a year where teachers share progress data with parents Parents receive at least one written report a year. In the reports the teacher will refer to the progress a child has made and the areas for development Each school will publish statutory end of Key Stage data at the end of each academic year on the school website Planning for Assessment The National Curriculum Programmes of Study and Early Learning Goals are used to guide our teaching. These documents provide us with the framework to ensure breadth and balance in our curriculum The 2014 Revised Primary Curriculum is used to inform our curriculum overview and schemes of work. We use the assessment guidance in these documents to help us identify each child s level of attainment Lessons are planned with clear learning objectives, based upon the teacher s detailed knowledge of each child. We strive to ensure all tasks set are appropriate to each child s level of ability. The format of our lesson plans ensures that our lessons are planned in detail, taking into account the needs of all pupils Teachers use focused marking to assess children s progress in relation to the planned learning objectives and set next steps to show where the child is in relation to this aim and how they can achieve the aim. Teachers use this information when planning for subsequent lessons Assessment Schedule (see Appendix 1)
Links to other policies and documents Please refer to: Teaching and Learning Policy Marking Policy Curriculum Policy Parents guide to assessment in school Review This policy is subject to annual review, as part of the school self-evaluation process. Its success in relation to the school s attainment targets for assessment will be evaluated as part of the annual assessment audit. The policy will be revised in line with the new action plan targets set. In order to carry out this evaluation, the Assessment Leader will keep evidence of the changes and improvements brought about by the implementation of the Assessment Policy. Lesson observation reports, scrutiny of work and marking, monitoring of planning and assessment analysis will be kept centrally in a school Assessment File.
Appendix 1: School Assessment Schedule EYFS / KS1 Year Group EYFS Year 1 Autumn Spring Summer Rec - Early Excellence Baseline Assessment (By ) Nur & Rec - Oct / Dec tracking against profile statements Nur & Rec - Mid Year towards profile statements / ELG s March Rec - End of Year against 17 profile points (Emerging 1, Expected 2, Exceeding 3) June Nur Final Assessment towards profile statements Rising Stars Reading, SPAG and Maths End of Year End of Year Writing Teacher Year 2 Sample Phonic Screener & Complete Phonic Tracker mathematics Sample Phonic Screener & Complete Phonic Tracker mathematics Year 1 Phonics Screener Check & Complete Phonic Tracker mathematics end of year TA judgement Rising Stars Reading, SPAG and Maths End of Year End of Year Writing Teacher Complete Phonic Tracker mathematics Complete Phonic Tracker mathematics Year 2 Phonics Screener Re- Check & Complete Phonic Tracker mathematics end of year TA judgement New SAT tests for year two
School Assessment Schedule KS2 Year 3, 4 & 5 mathematics mathematics mathematics end of year TA judgement Year 6 mathematics mathematics mathematics end of year TA judgement SATS Year 6 reading, maths, EGPS Teacher assessment for writing
Data Management Schedule Spring 2 Spring 1 Autumn 2 Autumn 1 On entry data for Foundation Stage in Nursery and Reception (Compare to prior cohorts) Senior Leaders analyse SATs results Class profiles updated and end of year targets set Parents Meetings welcome to new class Phase group assessment moderation meetings Class assessment folder updated (on-going) Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced SEN Reviews Phase group assessment moderation meetings Class assessment folder updated (on-going) Individual Parents Meetings Phase group assessment moderation meetings Class profiles updated Class assessment folder updated (on-going) Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced Phase group assessment moderation meetings SEN Reviews Individual Parents Meetings Class assessment folder updated (on-going) Summer 1 Phase group and cross phase assessment moderation meetings End of year reports produced Prepare class hand-over folders Year 6 SATs fortnight Year 2 SATs (on-going throughout the half term) Local Authority SATs moderation meetings for Reception, Year 2 and Year 6 Class assessment folder updated (on-going) Summer 2 Year 1 Phonic Screener Class profiles updated Pupil Progress Reviews SEN intervention trackers reviewed Individual and class intervention trackers produced Report EYFSP to Local Authority Report Year 1 Phonic screener results to Local Authority Report Years 2 SATs results to Local Authority Report all results of statutory assessments to parents Annual reports sent to parents End of year Parent Transition Meetings Class assessment folder updated in preparation for class handover meeting (on-going) Class handover meetings (current teacher meets receiving teacher to share information
Appendix 2: Assessment materials, tools and tests: Reading Writing Maths Focused marking Pupil observations Book/work scrutiny Guided Reading Records Running Records (PM Benchmark) Phonics assessment materials (including flashcards, real/invented word tests, robot-talking words; sight recognition of high frequency words, past screeners) NARA tests Rising Stars progress tests Teacher planned comprehension tests/activities Focused marking Pupil observations Book/work scrutiny Writing samples (independent where possible) Phonics assessment (spelling of high frequency words; Best Bet assessment activities; observation of spelling of graphemes/alternative graphemes) Rising Stars SPAG tests Results of class tests (e.g. weekly spelling tests) Focused marking Pupil observations Book/work scrutiny Results of class tests (e.g. tables tests) Rising Stars progress tests Teacher planned tests / activities
Appendix 3: Contents of Class Assessment Folder Autumn Term Spring Term Summer Term English Update of Classroom Monitor tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples of phonic phase for each child (EYFS/KS1) Set new learning targets Maths On-going update of Classroom Monitor tracking grids for maths based on focused marking and observations of children s learning Set new targets Foundation Subjects Record significant progress against key assessment criteria Update Class Pupil Progress Profile English On-going update of Classroom Monitor tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples of phonic phase for each child (EYFS/KS1) Set new learning targets Maths On-going update of Classroom Monitor based tracking grids for maths based on focused marking and observations of children s learning Set new targets Foundation Subjects Record significant progress against key assessment criteria Update Class Pupil Progress Profile English On-going update of Classroom Monitor based tracking grids for reading and writing based on focused marking and observations of children s learning Running records/guided reading records Independent writing samples Assess phonic phase for each child (EYFS/KS1) and update phonic phase grid Year 1 Statutory Phonic Screener Year 2 and Year 6: SATs Tests - Reading, Writing and Spelling and Teacher Set new targets Progress towards ARE s and targets on End of Year Report Maths On-going update of Classroom Monitor based tracking grids for maths based on focused marking and observations of children s learning Year 2 and Year 6: SATs Tests -Written and Mental and Teacher Set new targets National Curriculum levels and targets recorded on End of Year Report Foundation Subjects Record significant progress against key assessment criteria and complete End of Year Report Update Class Pupil Progress Profile
Appendix 4: Marking Guidance The guidance on marking forms part of the whole school policy for assessment and is directly linked to curriculum planning. The school is committed to using formative assessment, through assessment for learning, and uses focused marking as the principle method for providing feedback to children in order to raise standards of attainment. Formative Assessment and Focused Marking: Formative assessment is based on the principle that in order to make good progress, pupils need to be clear about the next steps in learning. Teachers use focused marking to assess children s progress in relation to planned learning objectives and to identify children s strengths and gaps in their skills/knowledge. Next steps should be shared with the child, in an age-appropriate way, in order to provide feedback to the child about where they are in relation to this aim and the steps necessary to achieve the aim. Next steps information is used to inform planning for subsequent lessons and to facilitate the setting of appropriate targets for the class, group or individual. Grouping should be flexible in order for teachers to effectively address the needs of children with similar gaps in learning. Frequency of Marking Teachers should mark work regularly and wherever possible prior to the next lesson so they can match teaching to the needs of the learners using assessment for learning principles. At least once a week, teachers should write a comment alongside a next step target on the children's work in literacy and maths. The school recognises that often the best way to communicate next steps is through verbal feedback given directly to the child by the teacher; however a record of this should be made in the pupil s book, along with the next step. Children should be given the opportunity to look at and respond to the teacher's comments in an-age-appropriate way. These opportunities must be made explicit in teacher s weekly planning. Writing Focussed marking of children s writing should relate to either the specific learning objective (communicated through I can statements), or the next step target for each child. Teachers should not correct every mistake in a piece of written work, as this can be overwhelming for children and will rarely lead to an improvement. Up to three spelling errors may be corrected provided children are given an opportunity to practise them. Maths
The main purpose for marking maths work is to identify whether children have grasped a mathematical concept or method and to assess the steps needed to enable them to make further progress. It is often only necessary for the teacher to mark some of the calculations on a page in order to judge whether the child has understood the concept. Test Marking The school acknowledges that there is a role for testing; however teachers should ensure that test results are fed back to children individually and sensitively. Teachers are however encouraged to provide information to children on whether the mark achieved is an improvement on previous attainment. Self Assessment Teachers should provide regular opportunities for children to assess their own work and the learning of their peers. This supports children to be actively involved in their learning and to be able to identify their own targets for improvement. This may include: peer marking against the learning objective (assessing and/or marking another child s work) two stars and a wish (children identify two ways in which their work meets the learning objective and one thing that they could improve) self-evaluation (e.g. traffic lights or smiley faces to indicate how the child views their work in relation to the learning objective). Highlighting and annotating own or a peers work to demonstrate appropriate use of text features
Appendix Five: Target Conferences Introduction of Target Conferences Target Conferences will be introduced in all KS1 and KS2 year groups from the start of the academic year 2015-16. They will take place as outlined below. Broadoak Target Conferences What? They are a short meeting between the class teacher and a child to discuss personal targets for the half term (approx. 5 minutes per session) They will mainly take place individually but can be in pairs or even similar attainment groups (maximum four) The focus this year will be on mathematics and writing targets Why? Partly a response to children s questionnaire outcomes we need to find more ways to effectively share with children what they need to do in order to improve their work Target conferences provide a clear form of feedback, accessible to all year groups Children have ownership of the targets as they help create them and may be more motivated to achieve them They are tailored to individual needs Makes target setting more purposeful and supports teachers engaging children in the process Has proved successful in other settings When? They will take place during Spanish / Music sessions on Tuesdays A TA will need to support behaviour management of the class during the music session A TA may hear additional readers or complete mathematics assessments during the Spanish session Who? The class teacher will complete all target conferences this should support the teacher referring to them during teaching sessions, making purposeful links Where? In close proximity to the classroom so that children can quickly be rotated through the conferences & if any issues arise the teacher is on hand How? Each half term every child should have at least 1 x writing and 1 x mathematics target conference Each week there is approximately an hour which should allow 10 individual conferences a week, each 5 minutes long (For mathematics particularly, you may want to work in pairs / small groups to assess & set new targets this would extend the length of the conference) The first three weeks of a half term should be focused on writing targets, the next three weeks mathematics targets Please make amendments / date targets sheets in books Keep targets for each half term under current targets so the
learning journey is evident (Continue to use CD wallets) The conference should: Check progress against current targets (May use latest piece of assessed writing or recent independent class work to review and pick out what they are now doing or what they need to continue to focus on, may do some quick assessment using whiteboards or set up tasks) Be an opportunity to annotate target sheet together in book Set new targets (All children should have new targets at least every half term) Teacher will then type up and put in the child s book Encourage children to show you when they have met their targets Be a positive experience for children to celebrate success and focus them on their individual next steps Come from the year group objectives It may be that as children are more targets focused, some may need targets updating more frequently or an additional target setting during the half term. We aim for three targets, so it may be sensible to have three set targets and a space to add another written target in a half term if necessary. We will discuss how this process of target setting has worked following the introduction in the autumn term.