Assessment Policy

By Renee Palmer,2014-10-17 10:14
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Assessment Policy

    Kaye’s First & Nursery School

    Assessment and Target Setting Policy

    Revised November 2007

    1. Aims and Objectives

    We use teacher assessment as a tool which has a value in its own right. We believe that any attempt to improve our skills in this area, looking at children more systematically, will improve our teaching, the children’s learning, satisfy National Curriculum requirements and provide an effective system of reporting to parents.

    2. Purpose

In developing effective assessment we intend to:

    ; Accurately plan for individual learning needs

    ; provide further learning opportunities

    ; consider pupils personal qualities and attitudes

    Assessments will serve a number of purposes and be obtained by different methods.


    ; provide information as to how pupils’ learning can be moved forward

    ; identify need for further diagnostic assessment for particular pupils

    ; made through marking, questioning, discussing and observing

    ; recorded in short term planning


    ; provide overall evidence of achievement of pupil, what she/he knows,

    understands and can do

    ; made at specific intervals


    ; comparative aggregated information about pupils’ achievements can be used

    to help to decide where changes are needed in resources, in curriculum etc


    ; help communication with parents and other adults about children’s progress.

    3. Planning for Assessment

    Planning assessment is an integral part of the curriculum. It is important to look at the whole child, keeping in sight the whole curriculum, not just the parts expressed in Early Learning Goals, Attainment Targets, level descriptors and test results. Assessment opportunities are identified and documented at the planning stage and are linked to the delivery of the National Curriculum and Foundation Stage.

    Formal and informal methods of assessment are incorporated systematically into our teaching strategies and practices.

    Long Term Planning: based on the national curriculum, numeracy and literacy strategies, The Foundation Stage stepping stones and early learning goals, QCA documents and Agreed Syllabus for RE.

    Medium Term Planning: more detailed planning includes NC PoS references, procedures for assessment, learning objectives, differentiation, key questions, tasks, and resources.

    Short Term Planning: planning includes differentiated tasks/activities, (including SEN focus) and key questions. Daily planning is recorded for numeracy and literacy.

    4. Assessing Work

    In Foundation Stage, development is assessed using individual portfolios based upon observation, drawings, pictures and photographic evidence. This documents a child’s progress in 6 areas of learning:

    ; personal, social and emotional development

    ; communication, language and literacy

    ; mathematical development

    ; knowledge and understanding of the world

    ; physical development

    ; creative development

    An end of reception score is sent to the LEA using the e-profile.

    In Key Stage 1 and Key Stage 2, development is assessed as follows:

    ; Core subjects are assessed using writing, reading and maths exploded levels,

    science objectives from medium term planning.

    ; Foundation subjects are assessed using objectives developed from QCA

    documents and national curriculum objectives. They are evidenced in

    medium term planning and recorded on half termly assessment sheets.

    ; Examples of assessed work in English, maths science and ICT.

    Termly assessments for the core subjects are kept in an ongoing record, ;

    passed from year to year, recognised in school as the ‘green folder’.

    5. Teaching and Assessing

In Foundation Stage:

    ; Learning Outcomes’ are recorded in short term planning: effective tasks

    and activities are provided using appropriate resources. (See Foundation

    Stage Policy)

In Key Stage 1 and Key Stage 2:

    ; Objectives are shared with children at beginning of each lesson so that

    they are aware of what they are expected to achieve. They are usually

    written on the board.

    ; Objectives are reviewed at end of each lesson so that children recognise

    if they have achieved them and teachers can assess how well the

    objective has been met.

    ; Where possible work is marked with children to discuss what could be

    improved in terms of meeting targets set. Green pen is used. An agreed

    marking system is followed. (Appendix 1) This also applies to reception.

    6. Keeping Records

In Foundation Stage:

    ; Evidence towards the baseline profile is collected throughout nursery and

    reception and recorded as a numerical score at the end of the reception

    year. (Appendix 2)

    ; Post-it notes are used on a daily basis to record specific achievements.

    ; Photographic evidence is annotated and used to illustrate development

    ; Regular observations are made by staff and recorded in the foundation


In Key Stage 1 and Key Stage 2:

    ; Termly tracking of pupil attainment based on optional SATs and teacher

    assessment is recorded for maths, reading, writing and science. These

    results are recorded in Integris and also transferred to a whole school

    tracking sheet showing groupings and attainment at a glance. Integris

    information is passed to all teachers at the end of the year, but whole

    school sheets are available to staff each term so that co-ordinators and

    the SENCo can track progress of individuals

    ; Work or test papers showing evidence of attainment in maths, writing and

    science is kept in individual ‘green folders’ enabling us to show

    progression from year to year

    ; In Key Stage 1 Home/School Reading Diaries are updated regularly

    during individualised reading time.

    ; Records of planned objectives are checked by head teacher and/or

    subject coordinators.

    Record’s of children’s progress should be accessible to children, their parents/carers, other teachers, and professionals.

    7. Target setting

    Following whole staff discussion in November 2007, and in line with the principles

    documented in Assessment for Learning, staff agreed the following:

    Achievement in lessons:

    ; The success of the children in individual lessons will be measured against

    the WILF for that lesson either through a rough guide (eg. thumbs up,

    thumbs down), through marking or questioning

    Achievement in subject areas:

    ; Individual pupils will have target cards kept at the front of literacy and

    maths books children are encouraged to refer regularly to their targets

    and to indicate when they have met these

    ; Children will be encouraged to work towards individual targets in science

    in AT1 only, and these targets will be kept in the front of science books

    ; Marking will refer to the WILF and also to progress towards a child’s

    individual target.

    ; Highlighter pens will be used in writing to indicate places where a child

    has succeeded in meeting their target

    ; Individual levels in English, Maths and Science to be recorded in October

    and projected July levels to be added. Levels will be reassessed and

    recorded in March and July.

    Peer and self assessment:

    ; Children are encouraged to review and improve their work as frequently

    as possible. Teachers will plan in opportunities for children to mark their

    written work against criteria, and to discuss what they have achieved with

    a marking partner.

    ; Teachers will give regular opportunities to look at, or listen to the work of

    a class member, often in plenaries, to discuss how it might be improved.

    Younger children will begin this process with ‘three stars and a wish’ but

    older children may go as far as marking the work using agreed marking


    Class targets:

    ; Each class will agree a mission statement at the beginning of the year

    ; Class targets will be related to the mission statement and might reflect the

    areas of behaviour, social skills, organisation and preparedness for

    learning. Class targets may change weekly or fortnightly and achieving

    them brings a whole class reward

    Personal targets:

    ; Children will also choose a personal target of their own related to the

    areas for development in Investors in Pupils eg. behaviour, personal and

    social development, or development of a skill or area of learning

    8. Optional Tests

    In Key Stage 1 and Key Stage 2 the following are carried out:

    ; Teacher assessment tests by October, February and Whit half terms e.g.

    writing task, maths task and ICT and science assessment

    ; Use of Y3, Y4, and Y5 Optional tests at the end of the year.

    ; Spelling/Reading tests at the beginning and end of the year.

    9. Statutory Tests

    ; Statutory tasks and tests at the end of key stages are used to assess

    value added (see Autumn Package) from Baseline to end of KS1 and

    from KS1 to end of KS2.

    ; Use of SATs analysis to assess questions not answered well by groups of

    children. This is shared with whole staff to inform future planning.

    ; Fisher Family Trust data, Panda and Profile are used to assess school’s

    performance against LEA and National Benchmarks,

    10. Involving Parents

    ; individual targets are shared during open evenings

    ; results from statutory tests are shared with parents

    ; the foundation Profile is available for discussion with parents

    ; informative reports are provided which make parents aware of the ‘next

    steps’ for individuals. Future targets are included for literacy, maths, and

    personal development

    11. Reporting

Parents are formally invited to come to school and discuss their child’s progress during

    the first half term and towards the year end, with further opportunities if required.

    Written reports are sent to parents every year. There is a common format for Key Stage 1 and 2. The baseline profile acts as a report to parents for children in foundation stage and parents take the folder home and return it again to school. The reports refer to children’s personal and social skills as well as their academic achievements.

    It is our intention to ensure that reports can be understood by the child as well as by parents, teachers and other professionals involved with the child. They are written in a positive manner but highlight areas for development.

    The reports are shared with the children. Teachers of younger children simplify their reports when discussing them with the children.

    11. Management of the Statutory Assessment Requirements

    The nursery and reception teachers assesses progress against the foundation profile. This is ongoing but must be completed by the end of the reception year. Year 2 teacher devises the timetable for SAT’s administration, and administers end of

    Key Stage Statutory Assessments. They will also attend annual training to update them

    on statutory assessment and reporting requirements.

    12. Moderation

    Objectives of moderation in school are to ensure that teachers interpret early learning goals, and level descriptors in the same way. In order to achieve this we have instituted agreement trials within our Key Stage meetings and whole staff meetings. Levelled work formulates school portfolio’s, which reflect the agreed level of achievement

    in maths, writing, science and ICT. They are used to identify areas for whole school improvement.

    14. Equal Opportunities

    Children have equal right of access to the curriculum, which needs to take into account the background cultures and any special educational needs of all children in school. Classroom organisation and management positively acknowledges the diversity of society. Assessments are not culturally, socially, linguistically or gender biased.

Review and Development

Management team review November 2009.

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