What is Assessment?

Effective assessment provides information to improve teaching and learning. We give 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 and carers regular written and verbal reports on their child’s progress so that teachers, children and parents and carers are all working together to raise standards for all our children. Since the removal of National Curriculum Levels descriptors and the implementation of the New Curriculum we have created a system which is aligned to the expectations of the new national curriculum. We will be reporting children’s attainment in terms of their age related expectations e.g. working at, below or above where our child is for their age.

Two distinct types of assessment are used throughout the school. These are:

Assessment for Learning (AfL)

AfL helps to identify the next steps needed to make progress. It takes account of pupils’ strengths as well as weaknesses. AfL is informative. Different strategies are used on a daily basis between adults and children. Examples of AfL include: targeted questioning, problems or activities within lessons that allow children to identify what they already know and quality, close the gap marking and feedback.

Assessment of Learning

This is more associated with judgements based on overall grades or rankings as determined by level thresholds set nationally by the Department for Education. Assessment of children’s learning is also linked to public accountability and standards across schools. We use the following formal assessment procedures to measure outcomes against schools locally and nationally:

  • A baseline assessment at the start of Reception
  • End of Early Years Foundation Stage assessments
  • Year 1 Phonics Screening Test
  • End of Key Stage 1 (Year 2) teacher assessments
  • Year 2 re-takes of Phonics Screening
  • End of Key Stage 2 (Year 6) SATs (Standardised Assessment Tests)

Summative assessments are also used in class to inform both class teachers and pupils of how much a child has learned, internalised or understood. For example, children will be tested regularly on their spelling, rapid recall and mental arithmetic skills or knowledge of times tables. Each term in Years 1-6 children take standardised tests to help us measure progress from term to term.

Assessment without Levels

A new National Curriculum was introduced in September 2014, and with it new statutory assessment regulations, with new statutory assessment and testing regulations introduced in 2016.

The National Curriculum levels we have been using for a number of years are to be removed and will no longer be used in the process of assessment.

Following the removal of National Curriculum levels of attainment schools are expected to:

  • Demonstrate their assessment of pupils’ progress
  • Keep parents and carers informed of attainment and progress
  • Enable governors to make judgements about schools effectiveness
  • Inform Ofsted inspections

In line with the 2014 National Curriculum attainment will now be measured against age related expectations in Key Stages One and Two.

Levels will be replaced with the following:

Year 1 Beginning to

Year 1 Working Within

Year 1 Secure

Year 2 Beginning to

Year 2 Working Within

Year 2 Secure

Year 3 Beginning to

Year 3 Working Within

Year 3 Secure

Year 4 Beginning to

Year 4 Working Within

Year 4 Secure

Year 5 Beginning to

Year 5 Working Within

Year 5 Secure

Year 6 Beginning to

Year 6 Working Within

Year 6 Secure

"For my family it has been a fantastic safe and engaging place to come, a weekly event to do as a family"

- Claudia, a parent talking about Stay and Play at the Children's Centre