Henbury View First School

Henbury View First School

Corfe Mullen

Hillside Road

WIMBORNE

Dorset

BH21 3TR

Tel: 01202 659179

E mail:

Assessment policy

Introduction

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 by doing this we aim to develop the right skills for all our children to reach their maximum potential.

In our school we believe that:

·  Assessment is an integral part of the teaching and learning process and is not something that can be “bolted on “afterwards.

·  Assessment is a teaching tool for enhancing rather than stifling teaching and learning

·  Assessment takes account of personal, social , physical and cognitive development

·  Effective assessment is on-going, and forms part of the teacher’s planning, preparation, delivery and evaluation of learning opportunities.

In carrying out assessment we must ensure that all children have the opportunity to demonstrate their achievements in a variety of ways , and that decisions made about children’s performance are accurate, fair and consistent.

The following policies work in conjunction with the assessment policy:

·  Marking policy

·  English policy

·  Mathematics policy

·  Home learning policy

Types of Assessment

Formative

This is the ongoing, day-to-day assessment which is carried out by teachers and support staff and is key to effective classroom practice. Learning outcomes are shared with pupils and they play and important role through self-assessment of their own learning. Formative assessment is used by teachers and support staff to inform planning, resources and support in order for all children to progress.

Summative

Children in KS1 and KS2 are assessed periodically and progress and attainment data is recorded on Target Tracker. Test materials are used to support teachers with making accurate teacher assessment judgements. These assessments are carried out periodically and are used to monitor the performance of individuals, groups and cohorts as well as identifying gaps and next steps for planning.

National/Transitional

At key points through primary school, children are assessed against national expectations. These are:

· End of EYFS

· End of Year 1 (Phonics Screening)

· End of KS1 (Year 2 SATs)

· End of KS2 (Year 6 SATs)

Key Groups

All individuals and cohorts are tracked throughout the year and discussed at Pupil Progress Meetings. Focus groups for 2016-17 are:

· Pupil Premium

· SEND

· More able

· Lower Attainers

Roles and Responsibilities

· Governing Body: Monitor whole school attainment and progress data

· Headteacher: Hold teaching staff to account for pupil attainment and progress through the monitoring of assessment data and performance management targets

· Assessment leader: Use pupil progress meetings and data analysis effectively to monitor the performance individuals, groups and cohorts

· Teachers: Carry out regular, accurate assessment of pupils, provide high-quality feedback and use assessment information to inform planning

· Support staff: Support children with their learning as directed by class teachers and provide feedback on children’s learning

· Parents/Carers: Support children with home learning

Assessment Criteria

Following the implementation of a new National Curriculum, the government has removed the level descriptors which were previously used to measure progress and attainment. With levels removed and the focus on securing progress for every pupil, we now have a new way of recording and measuring pupil attainment and progress. Children will now be assessed in year group ‘bands,’ (Band 1-Band 6) which will be divided as follows and are age related .

·  Emerging

·  Developing

·  Secure

Additional plus points are added to indicate where smaller steps of progress are recorded.

Communication with Parents

Children’s attainment and progress will be discussed at Parent Consultation Meetings which take place during the school year. Teachers are also available for informal consultation if parents wish to discuss their child’s learning at other points.

End of year reports will comment on children’s attainment and progress and key assessment data will be included in these reports.

Early Years Assessment

Our school is a place where everyone is treated equally, encouraged and respected. We believe that all children should be able to achieve their full potential academically, socially and emotionally. We are committed to our school being a safe and inclusive place where learning is nurtured and encouraged in a happy, caring and fun environment. We all work for our school to be a happy place where good behaviour is expected and all children enjoy their educational journey.

Within 6 weeks of the child starting they will be given a ‘baseline’ assessment. In Reception children will be assessed using EExBA Baseline Assessment which will be reported.

On entry to Reception we will use our professional judgement to assess the age band children are working ‘within’ across the EYFS 17 areas of learning.

Within 6 weeks of the child starting the nursery the children will be given a ‘baseline’ assessment.

Expected Standards for Early Years are;

Reception

40-60 months = In line with ARE (Age Related Expectations)

30-50 months = Below ARE

Any other lower age band below = Significantly below ARE

Formative Assessment

As the year progresses children are monitored on their development and progress in all areas of development. Examples of children’s learning, showing their individual level and stage of development are built up throughout the year. Provision is made for these observations and assessments through experience and play. Progress is recorded by observing and assessing children either using hand written observations, staff notes or by use of IPADs. Data is recorded using Target Tracker.

Parents/carers in Reception

Parents are included in their child’s learning journey via home learning , Notice boards and the Website. Parents are also able to view their child’s Learning Journey at any time. We have 2 formal Parents Evening’s in the Autumn and Spring term. School reports are given out at the end of the year and parents have the opportunity to discuss them with the teachers.

How assessment is delivered at Henbury View First School:

Overview of whole school assessment

Foundation

Area of assessment / Type of assessment / Frequency / Formative or summative
Well-being and involvement observations / Observation / September /October –baseline / Formative
EEXBA
Baseline / Observation and assessment / September /October –baseline / Summative
Characteristics of learning overview
Including
Engagement
Motivation thinking / Observations to inform all areas but especially child initiated learning / Daily / Formative
Observation display board to inform learning journey / Observation and recorded notes / Daily / Formative
Learning journey of self / Initial assessment of themselves as a learner / On going / Summative
Early learning goals and age appropriate banding / Observation and recorded notes / Half termly / Summative
End of year ELG assessment / Observation and recorded notes / Summer term
Reading / Daily reading assessment –Read , Write Inc / Daily / Formative
Writing / Weekly overview sheet / Weekly / Formative
AFL and pink and green using success criteria / Independent write
(writing journals) / Weekly / Formative
Spelling / Phonics –reading and phonics overview sheet
Read, Write, Inc assessment / Half termly / Summative
Maths / Mental maths cards- including pre foundation assessment levels
Foundation class maths assessment / End of spring/summer term / Formative
Daily maths assessment which feeds in to a half termly overview / Daily – on-going / Formative
Foundation curriculum – all areas of learning / Target Tracker & vulnerable groups / Termly / Summative

Overview of whole school assessment

Year 1

Area of assessment / Type of assessment / Frequency / Formative or summative
Reading / Guided reading assessments focusing on decoding and comprehension / Daily / Formative
Red word / Half termly / Formative
Rising stars-comprehension / Termly / Summative
Spelling / Read, write , Inc – application of Set 1 2 and 3 and Year 1 age related rules / Half termly / Summative
Red word spelling / Half termly / Summative
Phonic test / Statutory : June / Annually / Summative
Writing / AFL-whole school Pink and Green related to success criteria / Daily –implementation of the marking policy / Formative
Independent writing / As appropriate , but weekly or monthly / Formative
Wow , Write- whole school assessment / Termly / Summative
English Curriculum overview sheet / Termly / Formative
Target cards / Ongoing / Formative
Rising Stars SPaG tests / Starts in Spring 1, followed by 1 per term / Summative
Maths / Mental maths cards / Termly – ongoing with parental support / Formative
White Rose maths assessment / Termly / Summative
Daily maths assessment / Daily – on-going / Formative
Reading, Writing and maths / Target Tracker & vulnerable groups / Termly / Summative
Mastery challenge – higher achievers / On-going / Formative
Science / Rising stars assessments / 1 test per topic- teacher’s choice to closely match the learning / Summative
Foundation subjects / P.E, R.E, SMSC, D.T, Computing, Humanities and art / On-going to inform end of year summative judgements / Formative

Overview of whole school assessment

Year 2

Area of assessment / Type of assessment / Frequency / Formative or summative
Reading / Guided reading assessments focusing on decoding and comprehension / Daily / Formative
Red words –individual assessment / Half termly / Formative
Guided reading comprehension
text / Weekly –as part of circle of skills / Formative
Rising stars –reading
Comprehension / Half Termly / Summative
Cracking comprehension / Half termly / Summative
Spelling / Read, write , Inc – spelling rule assessment
Phonics / Half termly / Summative
KS1 SATS / Annually / Summative
Red word –spelling / Half Termly / Summative
Phonic test / Statutory –for pupils who did not meet the criteria in Year 1 / Annually / Summative
Writing / AFL-whole school Pink and Green related to success criteria / Daily –implementation of the marking policy / Formative
Independent writing / As appropriate , but weekly or monthly / Formative
Wow , Write- whole school assessment / Termly / Summative
English Curriculum overview sheet / Termly / Formative
Target cards / Ongoing / Formative
Rising Stars SPAG tests / Half termly / Summative
Key Stage 1 SATS / Annually / Summative
Maths / Mental maths cards / Half termly / Formative
Mental maths test –school initiated / Termly / Summative
Number quiz –number
Fractions / Half termly
Termly / Summative
Daily maths assessment culminating in a half termly summary. / Daily – on-going / Formative
White Rose maths assessment / Termly / Summative
X table challenge / Weekly / Formative
KS1 SATS / Annually / Summative
Reading, Writing and maths / Target Tracker & vulnerable groups informed by half termly paper assessments. / Termly / Summative
Mastery challenge – higher achievers / On-going / Formative
Science / Rising stars assessments / 1 test per topic- teacher’s choice to closely match the learning / Summative
Foundation subjects / P.E, R.E, SMSC, D.T, Computing, Humanities and art / On-going to inform end of year summative judgements / Formative

Overview of whole school assessment

Year 3

Area of assessment / Type of assessment / Frequency / Formative or summative
Reading / Guided reading assessments focusing on decoding and comprehension / Daily / Formative
Rising stars-comprehension
Progress test / 6 x year / Summative
Spelling / Read, write , Inc – application of Set 1 2 and 3 and Year 2 3 and 4 age related rules / Half termly / Summative
Red words / Half termly in 4 ability related groups / Summative
Writing / AFL-whole school Pink and Green related to success criteria / Daily –implementation of the marking policy / Formative
Independent writing / As appropriate , but weekly or monthly / Formative
Wow , Write- whole school assessment / Termly / Summative
English Curriculum overview sheet / Termly / Formative
Target cards / Ongoing / Formative
Rising Stars SPaG tests / Starts in Autumn 1, followed by 1 per ½ term / Summative
Maths / Mental maths cards / Once a month with parental support / Formative
X table weekly assessment / Weekly / Formative
Daily maths assessment and half termly coverage / Daily – on-going / Formative/Summative
Mental maths test –school initiated / Termly / Summative
Number quiz- number +fractions / Half termly
Half termly / Summative
Reading, Writing and maths / Target Tracker & vulnerable groups / Termly / Summative
Science / Rising stars assessments / 1 test per topic- teacher’s choice to closely match the learning / Summative
Foundation subjects / P.E, R.E, SMSC, D.T, Computing, Humanities and art / On-going to inform end of year summative judgements / Formative

Overview of whole school assessment

Year 4

Area of assessment / Type of assessment / Frequency / Formative or summative
Reading / Guided reading assessments focusing on decoding and comprehension / Daily / Formative
Red/orange words –individual assessment / Once a term / Formative
Guided reading comprehension
text / Weekly –as part of circle of skills / Formative
Rising stars –reading and summary / Termly / Summative
GL assessment –to inform transition baseline / Annually / Summative
Spelling / Read, write , Inc – spelling rule assessment
Phonics / Half termly / Summative
Red /orange words –spelling / Half termly / Summative
Read , write inc spelling tests / Termly / Summative
Writing / AFL-whole school Pink and Green related to success criteria / Daily –implementation of the marking policy / Formative
Independent writing / As appropriate , but weekly or monthly / Formative
Wow , Write- whole school assessment / Termly / Summative
English Curriculum overview sheet / Termly / Formative
Target cards / Ongoing / Formative
Rising Stars SPAG tests / Half termly / Summative
Maths / Mental maths cards / Half termly / Formative
Mental maths test –school initiated / Termly / Summative
Number quiz –number
Fractions / Half termly
Termly / Summative
Daily maths assessment culminating in a half termly summary. / Daily – on-going / Formative
GL assessment –to inform transition baseline / Annually / Summative
X table challenge / Weekly / Formative
Extension activities for most able –supporting reasoning and problem solving / Weekly / Summative
Reading, Writing and maths / Target Tracker & vulnerable groups informed by half termly paper assessments. / Termly / Summative
Mastery challenge – higher achievers / On-going / Formative
Science / Rising stars assessments / 1 test per topic- teacher’s choice to closely match the learning / Summative
Foundation subjects / P.E, R.E, SMSC, D.T, Computing, Humanities and art / On-going to inform end of year summative judgements / Formative

The following applies to all learners;