Feedback is highly valued at Fawbert & Barnard’s; it enables children to celebrate successes and supports the identification of next steps in order to improve. This can be achieved through verbal feedback and written feedback by teachers, teaching assistants and pupils.
Keeping parents informed
Parents are welcome to speak to the Class Teacher about their child’s progress and are encouraged to support their child through homework activities, reading, commenting in the home school communication card, and helping in school.
We offer informal Parent/Teacher consultations in the Autumn and Spring terms where a child’s progress can be discussed with the class teacher and individual pupil targets shared.
We also prepare and send home detailed end of year reports in the Summer term, which provide information on the achievements and progress of a child, as well as the areas that s/he needs to develop and work towards.
Why do we assess?
Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against expected standards. Our assessments inform our immediate and long term planning. Our assessment gives:
* Children an understanding of where they are secure, what it is they need to do to address any gaps in their learning and the next steps needed to extend learning
* Teachers – the detailed knowledge of their children’s achievements which they can use to inform future learning, planning and their teaching
* Parents and carers – regular reports on their child’s progress in meeting expectations and ensures that teachers, children and parents can work together to secure learning and raise standards for all children
* School leaders and governors – information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school
* Receiving schools – pupil information to support transition between schools
* External agencies and partners - (such as Local Authority, DfE and Ofsted) the evidence that a school knows its children well and sets and maintains high standards in learning and teaching as part of the school’s public accountability for its children’s future.
What are schools statutorily required to assess?
Teachers carry out day to day assessments and checks on children’s understanding and progress as part of their day to day teaching. Statutory, formal assessment procedures and tests also exist to measure attainment against national standards. Our children’s achievements are compared nationally with all those children of the same age and against schools in the local authority and in England.
These formal assessments include:
Early Years Foundation Stage assessment
A baseline assessment is carried out when the children start school. We then monitor how well the children are achieving against Early Years expectations. This helps to identify those achieving a Good Level of Development and those requiring additional support.
Phonics Screening Check at the end of Year 1
This assesses children’s segmenting and blending phonic skills as part of early reading.
End of Key Stage 1
The new 2016 KS1 Interim Teacher Assessment Framework will be used to teacher assess whether children are working at, towards or at a greater depth within the expected national standard in Reading, Writing, Maths and Science. Reading and Maths national KS1 tests are also carried out in May to assess children’s depth of understanding and compare to schools nationally. Any children who did not meet the required Phonics standard in Y1 take the check again at the end of Y2.
End of Key Stage 2
The new 2016 KS2 Interim Teacher Assessment Framework will be used to teacher assess whether children are working at, towards or at a greater depth within the expected national standard in Reading, Writing, Maths and Science. Children take the national statutory tests that assess whether they’ve achieved national expectations, which will be measured by a scaled score, where 100 equals average.
Our Assessment System
A new National curriculum was introduced in 2014 and with it new statutory assessment regulations. New national testing regulations were introduced in 2016. The National Curriculum levels we have been using for a number of years have been removed; they are no longer part of the assessment process of.
We have worked as a whole school to design and implement new teacher assessment that suits the needs of our learners. Continual Professional Development has helped us prepare for this.
Our assessment practices will continue to provide information about pupils’ attainment and progress. Additionally our assessment procedures will continue to give attention to helping pupils to meet or exceed age related expectations and achieve the highest standards they can at each stage of their learning.
Age Related statements
The new National Curriculum has set out clear expectations for what children should achieve by the end of each Key Stage and, for English, Maths and Science, has provided guidance as to when in each phase this content should be covered. Each phase has clear end of year outcomes that are broken down into small step statements. Teachers assess against these statements to record pupil achievement and to develop a clear understanding of where they are secure. Additionally, this information is used to inform planning i.e. to address gaps in learning and next steps.
Pupils working below band 1 and pupils with SEN
Year 1 pupils who are working below the beginning of the Year 1 expectations could still be assessed on the EYFS steps until the Spring term. If pupils are still below Year 1 expectations, P scales will be used as a system for recording attainment.
For pupils with SEN, assessments can be made using statements from other year groups as their teaching and learning objectives may be taken from this element of the National Curriculum. Pupils below Year 1 expectations will use P scales as an assessment system.
For further details see the school Assessment, Recording and Reporting policy.