Grow, Learn, Succeed Together!
LlanrhidianPrimary School
Assessment Policy
Endorsed by Governing Body Spring 2015
The United Nations Convention on the Rights of the Child (CRC) is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school we not only teach about children’s rights but also model rights and respect in all relationships. Our belief in “restorative approaches” ensures that every child is listened to.
Within all subjects the teaching of numeracy and literacy is promoted. Using the Literacy and Numeracy Framework (LNF) teachers are expected to plan and deliver objectives pitched appropriately to the learners. Lessons have success criteria which include numeracy and/or literacy objectives to ensure the learners are aware of the particular skills they are looking to develop within that lesson. Monitoring of books, lessons and listening to learners will ensure all staff are planning effectively to ensure the “every child can be the best they can be!”
Introduction
We believe that effective assessment provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.
Aims
The aims and objectives of assessment in our school are:
- To enable our children to demonstrate what they know, understand and can do in their work;
- To help our children understand what they need to do next to improve their work;
- To allow teachers to plan work that accurately reflects the needs of each child;
- To provide regular information for parents that enable them to support their child’s learning;
- To provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school.
Organisation
We use the National Curriculum, Subject Skills Continuums, the Literacy and Numeracy Framework and Cornerstones Curriculum as a focus for planning. These provide class teachers with a guide to the range and skills that need to be taught. Short term planning outlines the success criteria and gives details of what is to be learnt in each lesson. We base these upon the teacher’s knowledge of each child. We strive to ensure that all tasks set are appropriate to each child’s level of ability.
We use a combination of assessment styles:
-Formative – daily to inform Sims
-Summative – tests and specific assessments
-Diagnostic – National numeracy/literacy tests
Opportunities for assessment are identified during the planning stage. Pupils’ written work is marked regularly, and wherever possible work is marked alongside the pupil. Foundation Phase pupils are encouraged to evaluate their own work using the traffic light system of green, amber and red to indicate level of confidence. As ability increases, pupils are expected to comment upon their own work, and eventually evaluate their learning against success criteria.
Each teacher records assessment on an electronic sheet via SIMS pupil tracking system. (All subjects) Core subjects are collected on an analysis sheet for two purposes:-
- Track half termly progress
- Track pupil progress against end of year cohort target.
NB The school has allocated an end of year “ambitious target” for each year group. Sims Assessment analyses each pupil’s progress against this target and colour codes the child. This is monitored by the head teacher every half term. This form of summative assessment provides snapshots of achievement and attainment at particular times throughout any key stage and at the end of the key stage when a best fit level is awarded.
Assessment for Learning is built into practice. It is based on well thought out learning objectives and success criteria that are shared with the children. Peer and self-evaluation form an important part of this method of assessment.
Standardised tests provide snapshots of attainment and ability at particular times. These are useful to help to inform planning and an aid to target setting.
Special Education Needs Assessment
For the majority of children who have special education needs it is not necessary to keep alternative records, but in most cases, it will be necessary to keep more detailed and more frequent records in order to show progress which must be linked, in particular, to Individual Learning Plans.
In order to ensure continuity, the Additional Learning Needs Co-ordinator meets with all teaching staff to discuss progress of individuals.
Target Setting
We set targets in Mathematics, Science and English for all our children during each academic year. We discuss individual targets as a staff using previous knowledge of the child from all class teachers. Every child is carefully tracked and individual data is used. Pupil progress meetings, between the teacher and SMT, are timetabled to discuss each pupil’s progress.
Recording
We recognise various methods of assessing a child’s learning. The type of assessment that we make varies from subject to subject.
We plan our lessons with clear learning objectives. On our planning sheets we record only those pupils who fail to meet the leaning objective, or who achieve more than was planned, so that we can take the needs of these pupils into account when planning for the next lesson. Where the majority of the class makes the planned progress, of course, there is no need to record this. We use our annotated plans as a record of progress measured against learning objectives.
Specific skills are assessed and recorded on Sims. Teachers use formative assessment to provide much of the information for the Sims spreadsheets.
Reporting to Parents
We have a range of strategies that keep parents fully informed of their child’s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child’s work. Twice a year we offer parents the opportunity to meet their child’s teacher.
During the summer term we give all parents a written report of their child’s progress and achievements during the year. In this report we also identify target areas for the next school year. We write individual comments on all subjects of the National Curriculum and on religious education. We include a space for parental feedback. In reports for pupils in Year 2 and Year 6 we provide details of the levels/outcomes achieved, which are determined by teacher assessment and NFER tests. Each of our teachers gives parents a termly update that identifies the main areas of study for that particular class. Results from National Tests, and assessments against the LNF are also shared with parents.
Feedback to Pupils
We believe that feedback to pupils is very important, as it tells them how well they have done and what they need to do next in order to improve their work.
We give children verbal feedback on their work whenever possible. We usually do this when the children are working during the lesson although we sometimes give feedback on a particular lesson at the beginning of the next one. Teachers write comments on the children’s work during the lessons whenever possible to inform the learner of how to improve.
When we give written feedback to a child, we relate this to success criteriafor lessons linked to a unit of work. By so doing we make clear whether the overalllearning objective has been met. If we consider that the objective has not been met, we make clear why this was the case, and link to future targets. In both cases we identify what the child needs to do next in order to improve their work. Teachers produce marking labels as part of their planning for each unit of work. These outline the skills necessary to be successful and provide an opportunity for children to self/peer assess commensurate to the age and ability of the child. Teachers also provide feedback against the criteria which feed into next steps for children’s learning.
We encourage the children to make comments about their own work and the work of fellow pupils. When appropriate we allow time at the beginning of each lesson for the children to absorb any comments written on their work. We do this to ensure that the time that our teachers spend marking really has an impact on the children’s work.
Moderation and Standardisation
The school has robust and embedded systems of standardising pupils’ work, ensuring staff understanding of outcomes and levels. Standardisation and moderation activities are undertaken by all teachers in order to agree best fit levels, to talk about activities undertaken by pupils, assessment, tracking and the curriculum. Standardised examples of pupils work are saved in an accessible drive for all staff. (This is currently being migrated to the Hwb) Examples of recent pupil profiles at a variety of levels for each core subject and W2L are also retained. Effective cluster working ensures pupil profiles are moderated at the cluster meeting. A shared cluster portfolio is currently being developed using the Hwb.
Consistency
The school regularly monitors the systems and processes of Assessment across the school against the ERW Teacher Assessment Checklist (See Appendix 1).
Reviewed by D Caswell & PJenkins June2015
Appendix 1
This checklist is based on effective practice from across the ERW region.It can be used as a self evaluation tool for demonstrating how our school and cluster fulfil the expectations of the national categorisation system.
Question / Commentary / RAYG / Evidence / Comments/ Way ForwardIs your policy a strength or an area for improvement? / Policy is robust and up to date. Reviewed annually by staff and governors / Policy staff and GB minutes
Reviewed Summer 2015 / Consistently updated and reviewed
Planning:
Does the core curriculum planning contain details of all assessment opportunities? / All assessment should be planned and go hand in hand with the success criteria for an activity/piece of work. Planned assessment opportunities are easy to track and help to ensure coverage of the curriculum giving pupils opportunities to develop skills to the highest level possible. / Planning folders and “data sandwiches”
Marking labels
Tracking :
Are the core curriculum assessment activities tracked on a regular basis?
Is your tracking system effective? / All assessments should be recorded and tracked so that by the end of the key stage assessments give a clear picture of the best fit level at which a pupil is operating.
Results of planned, assessed pieces of work should be recorded in order to be able to track pupil progress throughout the key stage. Best practice is showing that by using ‘skills ladders’, schools are able to track individual parts of level descriptors and gradually build up a complete profile of skill development for each pupil showing the progress being made throughout the key stage. / Sims,
Coasties
Spelling
National Tests
RWI
Marking labels
Annotating:
Is assessed work annotated? / Sets the scene or context of the work and gives details of how much help the pupil received in order to produce the work. 1st draft work is needed. If all support materials/resources are included in the profile, annotation can be added to these along with assessment criteria in the planning and preparation stage rather than when marking work. / Standardisation and moderation files
Marking Policy / Enhance using J2E
Marking:
Are teachers’ comments helpful in moving learning forward for individual pupils? / AFL – every lesson, based on carefully planned learning objectives and success criteria shared with pupils. Moving learning forward in small steps through a variety of strategies.
Comments - Highlighting good features and giving an activity to improve an aspect of work or a skill.
Targets – Are pupils’ individual targets referred to when work is marked? / Books
Marking labels / Embed marking labels
Assessing:
How do you come to a best-fit judgement in each core subject for every pupil at the end of the key stage? / When assessments are carefully planned and carried out effectively teachers are able to see the results of a set of ‘standardised’ pieces of work that literally ‘add-up’ to the ‘best fit’ judgement and create the pupil profile. If carried out in this way it could be possible to say what percentage of a learner’s work is at which level. / Standardisation and moderation files
Marking labels / Find way to upload videos more effectively
Standardisation:
Does the school hold regular standardisation meetings involving all of the staff? How often? / Within school
Standardisation activities should be undertaken regularly by all teachers and support assistants, in order that everyone within the school has a shared understanding of the requirements of the national curriculum with regard to assessment against the learning outcomes and level descriptors. / Standardisation and moderation files
Meetings held monthly on rolling programme / Include TAs
Cross Cluster/Family of schools
Do you meet with cluster colleagues to standardise pieces of work for all core subjects? / Within the cluster
It is good practice for colleagues from key stages 2 and 3 should meet to standardise pieces of work for each of the core subjects for pupils in years 6 and 9 on a regular basis – especially if there are difficulties in reaching agreed best fit levels during moderation meetings. This process helps to ensure consistency of assessment within and between key stages and enables teachers to share their ideas, expertise and good practice. / Cluster book celebration
Development of cluster electronic pupil profiles using Hwb / Continue termly book celebrations
Establish consistent use of Hwb profiles
Have you carried out any standardisation work with colleagues in your family of schools? / Cross cluster or within families of schools
Standardisation activities carried out across clusters and within families of schools are considered to be good practice and help to ensure consistency in teacher assessment. / Make contact with family schools
Pupil profiles:
What evidence do you provide to support the outcomes and levels awarded for oracy and reading? / A pupil profile should contain a variety of annotated, assessed pieces of work that are sufficient in number to enable someone other than a pupil’s class teacher, to come to a best fit judgement.
Language profiles should contain evidence that supports the judgements made regarding oracy, reading and writing.
Activities may be taken from a variety of subjects e.g. extended writing from history or geography; number work from DT. / Pupil profiles on Hwb / J2E
Moderation:
Do you hold internal moderation meetings involving all members of staff? / Within school
Moderation activities should be undertaken by all teaching and support staff in order to agree best fit levels, to talk about activities undertaken by pupils, assessment, tracking and the curriculum. / Standardisation and moderation meeting held on monthly rolling programme / Encourage TA attendance
Does your school attend all cluster meetings where pupil profiles for all core subjects are moderated at a variety of levels? / Within the cluster
Currently, moderation activities are undertaken in order to ensure consistency of teacher assessment across a number of schools at the end of key stages 2 and 3 and at the end of Foundation Phase. / Well established system of cluster meetings
Evidence:
Have you compiled a reference portfolio of standardised work at Foundation Phase and Key Stages 1 and 2 for each core subject (+ W2L at KS2)?
Is your portfolio up to date, i.e. reflecting the activities currently undertaken within the classroom?
Do you have access to cluster moderated, recent pupil profiles for each core subject and W2L at KS2? / Within each school.
Standardised examples of pupils work in a file or portfolio for each core subject.
Examples of recent pupil profiles at a variety of levels for each core subject and W2L remembering that language profiles should contain evidence for oracy, reading and writing.
Within the cluster.
It is good practice for the cluster to have details of the pupil profiles moderated at the cluster meeting. It is not necessary for cluster to produce a portfolio of profiles however, this would be considered as good practice if used as a source of reference. / See standardisation and moderation files
Features of a ‘good’ moderation meeting
Question / Commentary / RAYG / Evidence / Comments/ Way ForwardHas your cluster elected an assessment co-ordinator who is able to work in partnership with your ChADs in organising effective moderation meetings?
What are the good features and areas for improvement?
What do the outcomes tell you about the standards attained by learners within the cluster?
What do the outcomes tell you about the quality of assessment within the cluster?
What actions are taken as a result of the cluster moderation meetings? / That there is sufficient time to carry out the exercise effectively. / Moderation files / FP & KS2 assessment coordinators chosen
That the activity is organised efficiently so that everyone who attends knows what to bring and the details of their role at the meeting. / Moderation files / Clear within primary schools Secondary departments not always consistent
Cluster meetings require the attendance of members of staff from the secondary school and each cluster primary school. / Moderation files / All partners attend meetings
That evidence for the exercise is requested in advance. / Moderation files / Always requested lack of consistency with secondary departments
That National Curriculum documents are available for reference. / Moderation files
That there are sufficient copies of ‘outcome’ and ‘level descriptor’ statements. / Moderation files
Each pupil profile presented at an internal moderation meeting should be ‘moderated’ by at least one member of staff other than the class teacher. At cluster moderation meetings at least 3 members of staff from different schools should moderate each profile. / Moderation files
Each school represented at a cluster meeting should moderate at least 3 profiles that are not their own. / Moderation files
Activities to be undertaken:
Go through the profile(s) reading the context and checking the standardised judgements against the outcomes and level descriptors. / Moderation files / Pupil profiles established
‘Add-up’ the judgements to obtain the best-fit level. / Moderation files / Highlighted against NC level descriptors
Check the sufficiency of evidence, is your judgement secure? / Moderation files / Discussions during moderation
Each moderator should provide feedback on their findings as evidence that the exercise has been completed (a simple pro-forma is available for this purpose). / Moderation files / Pupil profiles
The outcomes of cluster meetings should be sent to the cluster ChAD. / Moderation files / LA are present in meetings and coordinator sends information
The cluster should meet to discuss the findings and plan improvements in preparation for the next meeting. / Moderation files / This is done at the moderation meeting and at NGP HT metings
Individual schools should use moderator’s comments to help them improve assessment procedures and outcomes. / Moderation files
Cluster evidence should be available for cross cluster moderation carried out by the Hub team. / Moderation files
“Inspiring our children to be the best they can be!”