1 Aims  

1.1 We believe that effective assessment provides information to improve teaching and  learning. To do this in our school we undertake two different but complementary types  of assessment: assessment for learning and assessment of learning.  

1.2 Assessment for learning (formative assessment) involves the use of assessment in the  classroom to raise pupil achievement. It is based on the idea that pupils will improve  most if they understand the aim of their learning, where they are in relation to this aim,  and how they can achieve this aim (i.e. to close the gap in their knowledge).  

1.3 Assessment of learning (summative assessment) involves judging pupils’ performance  against national standards. Teachers may make these judgements at the end of a unit  of work, of a year, or of a Key Stage. Test results describe pupil performance in terms of  levels.  

1.4 We give our children regular feedback on their learning so that they understand what it is  that they need to do to improve their work. Research has shown that their involvement  in the review process raises standards, and that it empowers pupils to take action  towards improving their performance.  

2 Objectives 

2.1 The objectives of assessment in our school are:  

  • To enable our children to demonstrate what they know, understand and can do 
  • To help our children recognise the standards to aim for, and to understand what they  need to do next to improve their work  
  • To allow teachers to plan work that accurately reflects the needs of each child 
  • To provide regular information for parents that enables them to support their child’s  learning  
  • To provide the headteacher and governors with information that allows them to make  judgements about the effectiveness of the school.  

3 Planning for Assessment  

3.1 To support our teaching, we use the National Curriculum Expectations and the End of  Key Stage Assessment Framework. We use these framework documents to help us  identify each child’s standard of attainment. 

3.2 We plan our lessons with clear learning challenges. We base these upon the teacher’s  detailed knowledge of each child. We strive to ensure that all the tasks set are  appropriate to each child’s ability. Our lesson plans make clear the expected outcomes  for each lesson.  

3.3 Teachers always share the lesson’s learning challenge with the children at the beginning  of the lesson. They also indicate the way in which the activity is linked to the learning  objective, and the criteria against which the work will be judged (success criteria).  

3.4 Teachers use effective questioning and analyse pupils’ responses to find out what they  know, understand and can do, and to reveal their misconceptions.  

3.5 Subject leaders undertake a question analysis of the Year 6 SATs papers at the  beginning of the new academic year. From this, strengths and weaknesses are  identified. This enables teachers to rectify any possible gaps in their teaching and the  pupils’ knowledge.  

4 Target-Setting  

4.1 Every school is required by law to set targets in mathematics and English each year for  those pupils who are in Year Six. We in fact set targets in mathematics and English for  all our children, during each academic year. We review the progress of each child at the  end of the academic year and set revised targets for the following academic year.  

4.2 Pupils are given their individual targets for mathematics and English, to refer to and a  copy is sent home. We review the pupil targets with the children periodically and set  new targets when necessary.  

4.3 We use the ‘Pinks and Greens’ tracking system to track pupil progress in Mathematics  and Literacy. They are updated at the end of each term.  

4.4 We use assessment framework grids for pupils in mathematics and English. These grids  track the children’s progress against national expectations. These are updated at the  end of every term.  

5 Recording  

5.1 We recognise that there are various methods of assessing a child’s learning. The type  of assessment that we make varies from subject to subject. We record only the  information that affects future learning.  

5.2 On our planning sheets we record only those pupils who don’t meet the planned learning  challenge, or who achieve more than was planned, so that we can take the needs of  these pupils into account when planning for the next lesson. Where the majority of the  class makes the planned progress there is, of course, no need to record this, and we  use our annotated lesson plans as a record of progress measured against learning  objectives. 

5.3 We take the challenges for individual lessons from the National Curriculum. Teachers  record the progress of each child against these broad objectives. This enables them to  make judgements about the work of each child in relation to the national expectations.  This allows us to monitor the progress of each child. Each teacher passes this  information on to the next teacher at the end of the year.  

5.4 In science a ‘big book’ is used as a record of attainment. This is a scrap book of photos  and quotes from children collected through each topic. This is particularly helpful when  assessing Working Scientifically skills.  

5.5 During Year 2 pupils are given Standardised Assessments (SATs) for English and  Maths, these are used to inform Teacher assessment levels at the end of the year. The  judgements are recorded and sent online to County. These judgements are used to  inform value-added scores and achievement at the end of KS2.  

5.6 In the month of May, Year 6 pupils undertake SATs for English, Maths and Science.  The tests are sent away to be marked. The results are published for the league tables  and for information for Secondary School.  

5.7 During pupil’s time in reception the teacher gathers information about the pupil’s  progress and learning needs, which are recorded in the Foundation Stage Profile. This  profile is based on the teacher’s ongoing observations and assessments in 6 areas of  learning.  

5.8 ‘On Track’ is used to collect assessment information in the Early Years at the end of  each term and is used to make a judgement at the end of the year. Assessment data for  Year 2 and Year 6 is submitted on to the ‘Pupil Progress Chart’ at the end of each  academic yea  

6 Reporting to Parents  

6.1 We have a range of strategies that keep parents fully informed of their child’s progress in  school. We encourage parents to contact the school if they have concerns about any  aspect of their child’s work.  

6.2 Through the year we offer parents the opportunity to meet their child’s teacher. At the  first meeting of the school year we review the targets that we have identified for their  child. At the second meeting of the year (which we hold at the beginning of the summer  term) we evaluate their child’s progress as measured against the targets.  

6.3 We offer parents of pupils in the Reception Year the opportunity to discuss the child’s  Learning Profile with the teacher.  

6.4 During the summer term we give all parents a written report of their child’s progress and  achievements during the year. In this report we also identify target areas for the next  school year. We write individual comments on Literacy, Numeracy and Religious 

Education. In reports for pupils in Year 2 and Year 6 we also provide details of the  standards achieved in the National Curriculum tests.  

7 Feedback to Pupils  

7.1 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.  

7.2 We mostly give children verbal feedback on their work. We usually do this when the  children are working during the lesson, although we sometimes give feedback on a  particular lesson at the beginning of the next one. When lesson time does not allow for  verbal feedback, we provide quality or constructive feedback.  

7.3 When we give written feedback to a child we relate this to the learning challenge for the  lesson. We make clear whether the challenge has been met. If we consider that the  objective has not been met, we make clear why we think so. In either case we identify  what the child needs to do in order to improve their learning.  

7.4 Teachers give pupils feedback which confirms they are on the right track, and which  encourages them to make an improvement. Teachers give pupils suggestions as  guidance but they recognise that pupils gain most when they think things through for  themselves.  

7.5 Having children assess their own (self assessment) or each other’s work (peer  assessment) can be very effective because it enables them to clarify their ideas on  progressing to the next step.  

8 Inclusion and assessment for learning  

8.1 Our school aims to be an inclusive school. We actively seek to remove the barriers to  learning and participation that can hinder or exclude individual pupils or groups of pupils.  

8.2 We achieve educational inclusion by continually reviewing what we do, by monitoring  data, and through asking ourselves questions about the performance of these individuals  and groups of pupils. In this way we make judgements about how successful we are  being at promoting racial and gender equality and including pupils with disabilities or  special educational needs.  

9 Consistency  

9.1 All subject leaders study examples of children’s work, lesson plans, and carry out lesson  observations within their subject area. Subject leaders use the national exemplification  materials to make judgements about the levels of the children’s work. All our teachers  discuss these levels, so that they have a common understanding of the expectations in  each subject. By doing this we ensure that we make consistent judgements about  standards in the school. 

10 Monitoring and Review  

10.1 The assessment leader is responsible for monitoring the implementation of this policy.  We allocate special time for this vital task. The leader uses this time to keep up to date  with the subject and to observe the policy being implemented in the classroom.  

This policy was drawn up by the Assessment Subject Leader and will be reviewed as  appropriate.  

Reviewed Autumn 2019  

To be reviewed Autumn 2021