Assessment

7/21/2019 Assessment

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Bedlington Station Primary School Assessment, Recording and Reporting Policy

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ASSESSMENT, RECORDING AND REPORTING POLICY

At Bedlington Station Praimry School we are continually assessing our pupils. Ourassessments are purposeful, allowing us to match the correct level of work to the needs ofthe pupil, thus benefiting the pupil and ensuring progress. Assessment therefore, forms anintegral part of our work and helps us to evaluate the effectiveness of teaching and

learning.

AimsWe will:• meet the needs of the National Curriculum, including the use of the Literacy and Maths

Framework and other statutory requirements

• supply accurate, up to date information to parents and other interested parties regardingchildren's achievements

• ensure that we use a range of assessment techniques, including APP and assessmentopportunities so that assessment is an integral part of the teaching and learning process

• ensure that as far as possible our pupils know where they are in their learning, wherethey need to go next and how to get there

• use assessment information to inform subsequent planning and to help matchappropriate work to our pupils

• aim to develop pupils' self esteem and motivation through their involvement in theprocess

• use our assessment data to provide useful information to move the school forward

WHAT ARE THE STATUTORY REQUIREMENTS?It is important to refer to current version of Assessment and reporting arrangements Early

Years Foundation Stage, Years 1 and 2 to ensure that exemptions etc are adhered to.

EYFS profile• An EYFS profile must be completed in the final term of the academic year in which

the child reaches the age of five.• Local authorities have a statutory responsibility to set up and implement moderation

arrangements.




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End of KS1• Teacher assessment is the main focus for end of KS1 assessment and reporting and

is carried out as part of teaching and learning.• At the end of key stage 1, teachers have to summarise their judgements in relation

to the national curriculum level descriptions for each eligible child, taking intoaccount the child’s progress and performance throughout the key stage. They need

to determine: • a level for reading, writing, and speaking and listening • an overall subject level for mathematics• a level for each attainment target in science • The statutory national curriculum tasks and tests must be administered to all eligible

children who are working at level 1 or above in reading, writing and maths.• The role of the tasks and tests is to help inform final teacher assessment judgement.• There is no requirement to report separately the level obtained from the tasks and

tests.• Schools are required to be involved in a formal local moderation process at least

once every four years.

RecordingSchools must keep records on every pupil, including material on academicachievements, progress and other skills and abilities, and must up-date this material atleast once a year.Circular 17.89

ReportingFor children in year R:

• Brief particulars of achievements in all subjects and other activities. Comments should

be included for each of the seven areas of learning, where appropriate.• Comments on general progress.• Arrangements for discussing the report.

For children at the end of year R:• A written summary reporting progress against the early learning goals.• Schools must offer parents or persons with parental responsibility a reasonableopportunity to discuss the outcomes of the EYFS profile with their child’s teacher. Thismeeting should be within the term in which the EYFS profile has been completed.Teachers may wish to consider making the child’s profile available to parents or personswith parental responsibility as part of this discussion. If parents or persons with parentalresponsibility ask to see a copy of their child’s profile, the school must make thisavailable.

For children in year 1 and above:• An attendance record covering the period to which the information in the reportrelates, showing the number of possible attendances and the percentage ofunauthorised absences.• Brief particulars of achievements in all subjects and other activities, highlightingstrengths and development needs.• Comments on general progress.•

Arrangements for discussing the report.




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For children at the end of key stage 1:• Brief particulars of achievements in all subjects and other activities.• Comments on general progress.• Arrangements for discussing the report.• Teacher assessment levels as described in section 8.1. To assist schools in reportingteacher assessment results to parents or persons with parental responsibility, schoolscan download the End of key stage 1 child results template from the Pupils’ results

section of the QCDA website at www.qcda.gov.uk/tests.• An attendance record covering the period to which the information in the reportrelates, showing the number of possible attendances and the percentage ofunauthorised absences.• A brief commentary setting out what the teacher assessments show about the child’sprogress in each subject, and in relation to other children in the same year, drawingattention to any particular strengths and weaknesses.• A statement of whether or not the levels reported have been supported by theadministration of statutory task and test materials and, if appropriate, why nationalcurriculum tasks or tests have not been taken or teacher assessment has beendisapplied.

• Comparative information about the national curriculum levels of attainment of childrenof the same age in the school and at a national level. To assist in reporting thisinformation to parents or persons with parental responsibility, schools can download theKey stage 1 school results template from the Pupils’ results section of the QCDAwebsite at www.qcda.gov.uk/tests.• Details of any national curriculum attainment targets or subjects from which the childis exempt.• Level 2 is regarded as the nationally expected level of attainment for children at theend of key stage 1.• When setting targets at key stage 2, schools should bear in mind that for English, 87per cent of children who achieve level 2B and 67 per cent who achieve level 2C at the

end of key stage 1 usually go on to achieve level 4 or above at the end of key stage 2.For mathematics, 83 per cent of children who achieve level 2B and 53 per cent whoachieve level 2C at the end of key stage 1 usually go on to achieve level 4 or above atthe end of key stage 2.

Reporting religious educationReligious education is a statutory subject for all children registered at a maintained school,except for those in nursery classes and those withdrawn by their parents or persons withparental responsibility under section 71 of the School Standards and Framework Act 1998. As it is not a subject within the national curriculum there are no national statutoryprogrammes of study or assessment requirements, and no collection of national data.Schools are required to teach religious education according to their locally agreed syllabusor, in the case of voluntary aided foundation or voluntary controlled schools, their trust deedor specified religious character.It is a general requirement that schools report children’s progress in religious education totheir parents or persons with parental responsibility, but there is no nationally specifiedformat for such reporting. Locally agreed syllabuses or faith community guidelines maycontain requirements or guidance on reporting religious education, especially if an eightlevel scale is used.

Provision of information

Schools are required to publish a summary of their results in the school prospectus andgovernors' annual report, alongside national comparative figures from the latest available




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assessments.

ASSESSMENT AND PLANNING

We believe that assessment should be an integral part of teaching and learning. The keyto good assessment practice is good planning. The key to good planning for assessment is

getting learning targets sufficiently well focused and clear.

The long term plan (Appendix A) is concerned with producing a broad curriculumframework for each year of the key stage.It aims to ensure;• coverage of all subjects across the whole school• balance within and across subjects in each year• coherent links within and between subjects• suitable allocation of time• continuity between key stages• assessment opportunities are clearly identified – marked with @

In the Foundation Stage (Nursery and Reception) children are following the statutoryframework for the EYFS, working towards the National Curriculum. The work is plannedacross a two year cycle based on the requirements of the Foundation Stage Programme ofStudy. In Key Stages One and Two the curriculum is planned across a two year cyclethrough twelve half-termly topics based on the National Curriculum Programmes of Study.

The medium term plan (Appendix B)• relates to the programme of study;• addresses the work to be covered in each subject, specifying any cross-curricular links

over the half-term;• outlines intended learning objectives and identifies assessment opportunities;• considers level descriptions to help indicate expectations at particular levels and

progression in the subject;• outlines the main learning activities;• identifies key resources needs• identifies opportunities for how the core attributes will be addressed

It takes the form of:• curriculum overview sheet with information for parents about learning targets• activity maps• Maths and literacy objectives taken from the Maths and Literacy frameworks• Core attribute map• Assessment opportunities are identified on activity maps with an @

APP/FS assessments sheets linked to MTP will be completed by class teachers.

The short term plan (Appendix D) takes the form of a weekly plan which details the mainlearning targets and activities for each day. It also identifies how the work is matched tothe needs of groups or individual children (differentiation), and how this learning will beorganised by the class teacher. Formative (on-going) assessment should be used toinform our planning of the next steps for individual/groups/whole class.




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This planning system becomes a record of the curriculum covered. It is monitored bySenior staff. Annotated copies are handed to the Head Teacher at the end of the topic.We review and evaluate our curriculum regularly (at least termly) and amend as necessary.

CLASSROOM MANAGEMENT AND ORGANISATION

Assessment is usually carried out in the classroom, and we aim to ensure that theclassroom environment is conducive to assessment.

• Appropriate learning resources should be readily available for pupils.• Children should be aware of the expectations in relation to working habits and routines.• The teacher needs to make opportunities to observe learning and interact with

individuals and groups.• Teachers should be clear about what they want pupils to know, understand and be able

to do and whenever possible this should be shared with the pupils.

It is important to note that assessment opportunities should be planned, but that not

everything the child does needs to be formally assessed or recorded. However, teachershave agreed that significant progress needs to be noted (when and if appropriate) in orderto help inform future planning and move the child forward. (index cards)

Please see also each Key Stage Classroom and Curriculum Organisation Policy and wholeschool Teaching and Learning Policy.

INVOLVING PUPILS

Self assessment is a crucial part of the teaching and learning process within our school. Itinvolves pupils sharing and understanding the criteria for assessment so that they canidentify strengths and weaknesses and target what they should do next. It can take avariety of forms, depending on the context, but in our school it involves:• assessment for learning strategies for example traffic lights, bullseye,

thumbs up, thumbs down, marking ladders, peer assessment;• sharing curriculum and individual targets with all pupils and their parents.

This can be done during curriculum coffee sessions, target setting/reviewing eveningswith parent and child during lesson time;

• sharing the learning with pupils so that they are clear about what is expected in a lesson;talking to the children about their work and encouraging them to evaluate theirperformance against specific success criteria;

• whenever possible, marking work alongside children, giving specificfeedback relating to learning targets/success criteria;

• encouraging children to take a pride in their work and celebrating theirachievement in a variety of ways including reward stickers and stamps,sharing good work with head teacher and other members of staff.

ASSESSMENT TECHNIQUES

In our classrooms, assessment will be effective when we:




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• are clear what our pupils know, understand and can do in all areas of their learning;• ensure pupils know what they are supposed to be learning, what they have achieved

and how they can improve;• regularly provide pupils with opportunities to reflect and talk about their learning and

progress;• use a range of assessment methods confidently and appropriately e.g. observing pupils,

asking questions, listening, assessing pieces of work, and administering tests;•

organise the classroom and resources (including TAs) in a way which enables us tocarry out planned assessments and to recognise and act upon any unexpectedachievements of pupils;

• have assessment strategies which enable us to recognise when pupils have difficultiesor are not making progress;

• use assessment to decide what to do next with individuals, groups of pupils or the class.

In our school we use assessment information gained from a variety of sources to planappropriate work for our pupils and these include:• Foundation Stage Profile

• Y2 Standardised Assessment Tasks and Tests• Y1/Y3/Y4 Optional assessment materials• Sounds and Letters checklists• Schoenell spelling test• Salford reading test• APP

RESPONDING TO CHILDREN'S WORK

The regular marking and assessment of children's work is an essential requirement of allteachers. This will then recognise the achievements of pupils and allow teachers to record

the way in which children have responded to the task set. It informs teachers of the variousaptitudes and academic performance of pupils and informs future planning to meet theneeds of individuals. Teachers need to show when or how their comments have been actedupon. Through this type of constant monitoring and assessment, standards are raised andexpectations can be met.Purposes• To provide a positive atmosphere where all work is valued and all achievements are

recognised• To inform the child, parents and colleagues of progress the child has made and indicate

future targets.• To raise expectations and standards through the constant monitoring and evaluation of

children's work.• To use the information gained together with other information to adjust future teaching

plans to meet the individual needs of pupils.• To provide continuity and progression for children in our school.• To advise children on how to improve their work and give them opportunities to act upon

this.

Guidelines• All work should be dated, either by the pupil or an adult.• All work should be marked on a regular basis and reflect the intended learning targets.•

Marking may include notes of verbal feedback or comments explaining or reinforcingcertain concepts and indicating their next steps.




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• Written comments should be read back to pupils where appropriate.• Stickers, smiley faces or other devices may be used as encouragement or reward.• Not every piece of work would attract great depth or comment, neither should all work

attract simply a tick.• Adult's comments on children's work should always model legible handwriting, use the

agreed handwriting style whenever possible, and be written in blue or black pen suitablefor photocopying. Teachers need to give pupils precise pointers to improve their work

and encourage older pupils to indicate in their books where, and how they havefollowed their teachers advice.

• Corrections and comments will reflect the ability and maturity of pupils. Common errorsand high frequency words will be corrected depending on the age and ability of pupils.

• High quality displays will be used to celebrate children's individual achievements.

EQUAL OPPORTUNITIES

We aim to:• ensure that teachers use assessment to cater for individual needs, including, provision

for regular and occasional special educational needs.• monitor for race and gender bias.• ensure that children with specific physical or sensory impairments are provided for.

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Children identified with SEN or those whose needs are presently causing concern will beperiodically reviewed by the class teacher and head teacher in discussion and, asappropriate, by involving parents, teachers and educational psychologist in discussion.Full details of this are found in the 'Special Educational Needs Policy Statement'.

GIFTED AND TALENTED

Children identified as Gifted or Talented will be reviewed termly by the class teacher andGifted & Talented Co-ordinator. Full details of this are found in the G&T Policy Statement.

RECORDING ASSESSMENT AND EVIDENCE

"Recording is teachers making a record of significant attainments to inform curriculumplanning and reports to parents or others. It is not possible or sensible to attempt to recordall the information collected, much of it will, necessarily, remain in the teacher's mind."Dearing "Final Report" 1993

Records should meet statutory requirements. They need to be accurate, useful,manageable and easy to interpret and should:• inform future planning• inform reports to parents• inform future teachers• provide evidence for teacher assessment at the end of the key stage




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Evidence is helpful if it is kept for a clearly defined and useful purpose - e.g. to help pupilsand their parents gain a better understanding of their progress, or to demonstrate sharedstandards and professional judgements (e.g. in a Record of Achievement).

In our school pupils records consist of achievement in:• Sounds and Letters• Reading (APP, reading record book)• Writing (APP)• Maths (APP)• Medium term planning key learning targets• End of Key Stage One Statutory Assessment Tasks and Tests• Year 1,3 and 4 optional SATs• Foundation Stage Profile• Baseline Assessment• ICT Assessment sheet• Pupil Profile Summary• Annual levelled writing sample• Drawing samples

• Science Attainments (APP)

As previously mentioned teachers have also agreed to keep a record of any significantachievement made by pupils (if appropriate) (Appendix E – index cards)Curriculum planning, and children's work books also become a very important record ofwork covered by pupils and a selection of books are kept at the end of each year to reflectattainment of the cohort.

CONSISTENCY OF STANDARDS

To ensure consistent interpretations of levels, opportunities should be provided for teachers

to agree interpretations of levels and make 'best fit' judgements. Standardisation meetingsneed to take place on a regular basis within and between schools and should focus on arange of work across the school/Key Stage.These examples of work need to be collated to form a school portfolio which can then beused to promote consistency throughout the school by forming reference material uponwhich teacher assessment may be based. Exemplification of Standards material isavailable on the DFE website.

TRANSFERRING INFORMATION

On transfer, present legislation requires that the headteacher sends up-to-date records to areceiving school within 15 days of the pupil ceasing to be registered at the old school, orwithin 15 days of receiving a request from the new school.Records should enable the receiving teacher to build on a pupil's experiences andachievements, and plan an appropriate curriculum.

From class to class we transfer:• Record of achievement• Current written report to parents• Foundation Stage Profile• End of Key Stage One SAT results•

Home/school reading record book• Current Independent writing book




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• Current Maths books• Target sheet• Tracking sheets• Highlighted APP sheets in reading, writing and maths (focus children and ticky sheets for

other children• Sounds and Letters tracking grids• Phonic sheets (e.g. word lists from Sounds and Letters)• Class information sheet (current book box, etc.)

The date on which children's records should be passed to the receiving teacher will beagreed at the beginning of the last half term.

Topic books and old work books will be sent home with pupils at the end of the summerterm.

REPORTING TO PARENTS AND GUARDIANS

It is a legal requirement that parents receive a written report at least once a year.Written reports are sent to parents during the summer term and should:• adhere to current statutory requirements (see Key Stage One Assessment

Arrangements booklet);• take account of each child's particular strengths and weaknesses, making it clear that

the school knows and values them as an individual;• reflect all round development;• provide clear information, that parents can understand about their child's progress,

outlining strengths and the areas they need to develop;• set realistic targets for future action which will develop the partnership with parents• be based on teacher records and professional knowledge to ensure accuracy.

All parents have an open invitation to school to discuss their child's work, and this messageis reinforced in the school prospectus, in school letters and by the class teacher duringcurriculum coffee sessions.Formal parent consultations are held during the autumn term to set and review targets,near the middle of the spring term, and opportunities are also provided for additionalconsultation following the pupil's written report.Curriculum coffee sessions are held each half term (when appropriate) to provide parentswith a projected outline of the planned teaching for each topic. Parents are encouraged toshare in their child's learning targets and help whenever possible.

USING ASSESSMENT INFORMATION AND RESULTS TO EVALUATE PROVISION ANDTRACK INDIVIDUAL PUPIL PROGRESS

(ASSESSMENT FOR LEARNING)

In order to improve our school we have begun to look at our assessment and test results tosee if:• our expectations and the targets we have set are appropriate for all pupils:• we are making progress in relation to our baseline;• there is a variation in the performance of different groups of pupils - e.g. boys and girls,

ethnic groups, additional language learners, pupils with special educational needs, moreable pupils and pupils eligible for FSM;




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• some classes are performing differently;• there are variations in performance in different subjects;• our pupils do as well here as pupils in similar schools elsewhere and nationally;• there are year on year trends.

Having looked at our assessment and test results, we need to act upon the information interms of whole school management issues and classroom practice, and produce action

plans to achieve agreed improvements - ensuring that the school development plan reflectsour findings.

EVALUATING AND REVIEWING THE POLICY

This policy will be subject to reviews by the governors and teaching staff of this school andaccount will be taken of its effectiveness.Modifications will be made in the light of these findings as necessary, and also toaccommodate any changing legal requirements regarding assessment, recording andreporting.The date of the next policy review will be identified in the school development planning

cycle.

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Assessment