Assessment

Full policy can be downloaded here

 

Introduction

At Sir Alexander Fleming Primary School we use a Point in Time Assessment (PITA) to track attainment and progress. Unlike a linear model whereby pupils are expected to progress through a number of steps/points along a “flight path”, in a Point in Time Assessment, learning is assessed against what has been taught to date and learner’s achievement are compared against the expected levels of understanding and competencies relative to that ‘point in time’.

Where a learner is deemed to be meeting expectations, their attainment is graded as working at Age Related Expectations (ARE). Learners who have achieved more are graded as currently exceeding expectations and those attaining less will be graded as working toward or below ARE.

Progress is measured by comparing Point in Time Assessments over time. If a learner consistently meets ARE and continues to work at ARE standard, they are judged to be progressing at the rate expected for their particular year group. Where a learner moves up a grade, this suggests that they have achieved more than expected between the two milestones; they have made better than expected progress. If they move down a grade, this suggests they have achieved less than was expected and so have made less than expected progress.

Point in Time Assessments can also be used to predict end of year and end of key stage attainment. A learner currently meeting age related expectations in Year 3 can be thought of as 'on track' to meet age related expectations at the end of Key Stage 2. Of course, any such future projection assumes learners will continue to make progress against the school's expectations.

Assessment at Sir Alexander Fleming Primary School

On entry to Reception class children will have a baseline assessment based on our professional observations. We observe the children over their first few weeks in school and make judgements against the Ages and Stages document. We also support this with face‐to‐face, practical and child‐friendly assessment. Teachers will also receive on entry assessment information from pre‐school workers and from parents. As children move through reception their progress and attainment is assessed using the Development Matters document and School pupil tracker system (O Track).

Across key stages 1 and 2 pupils’ progress and attainment is measured against the National Curriculum which has been divided into age related expectations (ARE). There will be instances when children are working on objectives below that of their chronological year group; but our curriculum model gives opportunities for children to close the gap against their year group expectation.  In addition, more able children who are exceeding expectations, will be working at a 'Greater Depth' demonstrating a deep and secure understanding.

As well as assessment against the curriculum map there are three statutory assessments during key stages 1 and 2. These are the Phonics Screening Check at year 1 and National Curriculum Statutory Assessments at end of years 2 and 6.

The Phonics Screening Check is one that is either achieved or not achieved depending on whether the child scores the pass mark. Children who do not achieve in year 1 will retake the check in year 2.

The assessment tests in years 2 and 6 give a scaled score for mathematics, reading, spelling, writing and vocabulary, punctuation and grammar. The expected score is 100 and this relates to our judgements as ‘ARE’.

Planning for Assessment

Each teacher, in conjunction with the other teachers in the year group, produces a medium term plan setting out details of what is to be taught. The short term weekly and daily plans are produced by individual teachers and show clear learning objectives based upon the teacher’s detailed knowledge of each child; these plans make clear the expected outcomes for each lesson. The children are involved with assessing their own learning as they are asked if they think they’ve achieved their objective at the end of every lesson and are told what their next steps are. This could be closing the gap 'CTG' or even better if 'EBI' which allows children to become secure in their programme of study or extend their learning in a highly individualised way based on their work during the lesson 

Target Setting

We set and review regular targets in English and Mathematics for all of our children. We discuss targets with the children and communicate these to parents on parent interviews.   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. The school has an agreed system for marking (see Marking policy) as this ensures consistency

Consistency

The SLT and the English and Mathematics subject leaders examine planning, records, assessment data and samples of children’s work. All of our teachers discuss objectives and share examples of evidence of children meeting these objectives so that they have a common understanding of the expectations in each subject and year group. By doing this we ensure that we make consistent judgements about standards in the school. It is each subject leader’s responsibility to ensure that they keep files of evidence including samples of children’s work to reflect the full range of ability within each subject.

Monitoring and Review

The subject leader and the SLT inspect samples of the children’s work and observe that the policy is being implemented in the classroom. The governors of our school review the data which shows progress of all the children across the school anonymously and this is discussed at governor meetings. The assessment subject leader is responsible for monitoring the implementation of this policy.

 

Reviewed: September 2018

 

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