Spring Bank Assessment and Marking Policy 2016-2017

At Spring Bank Primary, we recognise that assessment is a continuous process integral to learning and teaching. It is how we gain knowledge of our pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment for every child.

Assessment for Learning

At Spring Bank Primary assessment for learning is constantly taking place in the classroom through discussion, listening and analysis of work. We recognise that it is essential that we as teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn to help them improve. Therefore, we:

  • Evaluate pupils’ learning to identify those pupils with particular needs (including those who are able) so that any issues can be addressed in subsequent lessons.
  • Adjust plans to meet the needs of the pupils, differentiating objectives where appropriate.
  • Ensure pupils are aware of the learning objective and encourage them to evaluate their progress so that they understand the next steps they need to make.
  • Set individual challenges in numeracy and Literacy on a regular basis and discuss these with the pupils so that they are involved in the process.
  • Regularly share these targets with parents to include them in supporting their child’s learning.
  • Encourage pupils to evaluate their own work against success criteria based upon specific, key learning objectives.
  • Mark work so that it is constructive and informative in accordance with the marking policy.
  • Incorporate both formative and summative assessment opportunities in medium and short term planning.
  • Assess all subjects termly using Target Tracker.

Assessment Calendar

Agreed each September, this calendar sets out our assessment tasks through the year and is on our staffroom notice board.

Assessing Progress

At Spring Bank Primary, we expect all children throughout each year group and across the curriculum to make substantial and sustained progress from their different starting points. We aim for all children to make and exceed expected progress better than other pupils nationally.In EYFS we aim for all children to achieve a Good Level of Development (GLD) and children who come in working beyond age related expectations to exceed EYFS Goals.

For SEN children working significantly below ARE, B-Squaredassessmentrecords are used to measure progress againstP scales and objectives from lower year groups of the National Curriculum.

Assessing Core Subjects

We expect the vast majority of children to reach age related expectations and for our able children to be working in greater depth by the end of the year. For those children who start school with achievement slightly below that which is typical of their age we aim for them to catch up quickly through additional targeted support. There are however a small number of children with very specific needs who may not reach national expectations.

Each teacher has an assessment folder for Maths, English and Science containing national curriculum objectives and key performance indicators (KPIs) for their Year Group. These files are easily accessible in school, are monitored frequently and record ongoing teacher assessment against the National Curriculum. Children below ARE must have an individual record in all core subjects.

At the end of each term we record assessments using the online system Target Tracker, judging children to be beginning, working at and secure in meeting age related expectations based on the number of KPIs achieved over the term. Teachers also have the option of using b+ and w+ where children are working slightly below or above 30%, 60% at the end of each term

b / w / s / s+
30% of the year group’s criteria met. / 60% of the year group’s criteria met. / 90-100% of the year group criteria met confidently with rare errors being made. / 100% of the year group criteria and will be working in greater depth including some of the following year’s objectives.

Assessing Foundation Subjects

Each Foundation subject has an A4 sheet with 7-8 key age related expectations linked to the national and local school curriculum. Teachers assess against these expectations using a best fit approach and record on Target Tracker termly as follows:

b / w / s
Children have met 2-3 statements of the year group’s criteria. / Children have met 4-6 statements of the year group’s criteria. / Children have met 7-8 of the year group’s criteria.

EAL

Step Descriptors are used to assess the progress of EAL children at an early stage of English acquisition.

Pupil Progress Meetings and Moderation

These meetings take place once a term for all class teachers and each half term for those teachers whose cohort did not make sufficient progress in reading, writing or maths the previous term. They are co-ordinated by senior members of staff and the Intervention Manager who generates a report outlining interventions to accelerate underperforming groups or individuals.

Writing assessments are moderated across the school between staff members. This process is co-ordinated by the Literacy Co-ordinator. In addition, our school carries out cross school moderation with three other local primary schools in Headingley.

Statutory Assessment

Key Stage 1 tests and Key Stage 2 Tests will take place in May and the Phonics Screening check will take place in June. In Reception the latest exemplification materials will be used to judge EYFS outcomes. Key Stages One and Two will use the interim Performance Descriptors for teacher assessment.

Standardised Tests

Years 3, 4 and 5 use NFER and Testbase tests to support teacher assessment. All year groups use Abacus Progress Tests and White Rose Hub Maths tests to support ongoing assessment in Maths.

Book Scrutiny and Learning OverTime

Learning over time is evidenced in many ways, one important one being through children’s books. At the end of each academic year the books of each child are passed up to the next teacher so continuity and progression can be evidenced.

Each term (see Assessment Calendar) Curriculum Ambassadors meet with curriculum leaders after the half term holiday. These meetings include an area of focus agreed by staff prior to the meeting. Books from these meetings, together with other books chosen by curriculum leaders are subject to scrutiny by the SMT and Science co-ordinator who check quality of learning, marking, accuracy of assessment and progression over time. A report is compiled by each leader and is also discussed at the next Key Stage meeting to address any issues.

Intervention Programmes

All intervention programmes are assessed by the Intervention Manager once complete and a report is made to school leaders and governors. Children on intervention programmes should be correctly identified and the aim of all programmes is for accelerated progress to be made. Parents/carers of children on these programmes should be informed verbally or by letter.

Guidance for Improvement and Next Steps

Children have guidance for improvement from effective feedback in English and learning challenges in maths to support their next steps in learning. Parents are informed how well their child is doing and given suggestions to support their child’s learning at consultation meetings in the autumn and spring terms.

Evidence

It is not expected that a separate file of evidence should be maintained by staff to support judgements apart from photographs up to date writing in books and evidence of learning in books.

Reports

Reporting to parents / carers provides the opportunity for communication about their child’s achievements, abilities and next steps. We provide opportunities for two parent consultation evenings so that parents can discuss how well their child has settled and for teachers to share next steps and a final end of year report. The end of year written report includes results of statutory tests and assessments and gives information relating to attainment, effort and next steps. Parents are informed prior to reports being sent out if their child has not met the end of year expectations for their year group. The children are given the opportunity to evaluate their learning and progress in the report. Reporting to parents of children with SEND is in line with the SEN policy.

Equal Opportunities and Inclusion

To ensure all children have equal access to the curriculum it is important to ensure that any assessments used do not contain any form of bias, which would exclude any child from achieving due success.

Agreed by Staff September 2016

Agreed by Governors 2016

Spring Bank Marking Policy

Marking and feedback are an integral part of our assessment policy.

Verbal feedback between teacher-child and child-child soon after learning is the most powerful form of feedback.

Learning in books should be marked as soon after completion as possible.

Marking needs to be shared with pupils, allowing them time to make corrections or act on other advice/targets given.

Our marking guidance (seebelow) provides scope both to identify good practice and errors in children’s learning and to outline next steps to further improvement.

General:

  • Marking should always be seen as an opportunity to progress children’s learning whilst providing motivation and encouragement. Comments need to be precise and linked to the lesson objective and be easy for the child to understand.
  • All work should be marked in green pen. Comments to be written in Spring Bank handwriting.
  • If children make a mistake they may cross out with a neat ruler line. Children are discouraged from using rubbers but may use rubbers except in specific situations eg. drawing graphs as errors can inform learning.
  • Comments should be appropriate to the age and ability of the child.
  • Adults should use the agreed marking guidance (see below)
  • Feedback and marking can come from teachers, Graduate Learning Assistants and teaching assistants.
  • Marking and feedback should involve the child as much as possible and come promptly, even during or straight after the activity (eg through the use of visualiser or flip cameras.)
  • The main objective is not to find fault but to help children learn. Stars and steps are more helpful correcting/ highlighting errors.
  • In Foundation and Key Stage 1, comments may be directed towards the adults working with that child, providing a record of the child’s achievement, how much help was given and what the next steps are. Encouragement can be given verbally or through the use of stickers, stamps, smiley faces, etc.
  • KS2 children can be encouraged to respond to marking by writing a response where appropriate.
Monitoring

School staff will monitor the use of symbols and the consistency in approach to the agreed policy during lesson observation, moderation of learning and book scrutiny.

Marking Guidance

√
Correct / X
Incorrect / •
Please check this
?
What do you mean? / ST
Supply Teacher /
Learning objective achieved
WS
Completed with support / The best parts of your learning / →
Next steps for improvement

Staff leave space under → for child to practise

improvement task where appropriate.

Pupil self-assessment or peer-assessment should be signed.

Marking by staff is in green.

This policy was agreed by staff September 2016

This policy was agreed by governors September 2016