How do we assess learning at All Hallows CE (VA) Primary School?
At All Hallows CE (VA) Primary School we believe that knowing what each child has achieved and what their next steps are is crucial to helping them to succeed. In order to know this, we regularly assess the children. This happens in different ways.
- Through questioning and discussion, teachers find out what children know each lesson
- Through looking carefully at the learning in the children’s books or Tapestry learning journeys
- High quality written and oral feedback help both the teachers to know how the children are doing and the children to understand their own learning
- More formal assessments such as PIRA and PUMA assessments and reading age tests
- Statutory assessments such as SATS tests at the end of Years 2 & 6 and the phonic screening test in Year 1
As a result of assessment, teachers are able to adapt their lessons and the curriculum to make sure they are fully meeting the needs of the children. Additional interventions would be put in place for any specific needs identified.
When the new curriculum was introduced in 2014, the government removed the system of using levels to assess children (this came into place for Year 2 and Year 6 in September 2015). Schools were asked to develop their own system or adopt a new system that they felt met their needs. Schools must still be able to show evidence of the good progress the children are making.
How do we track the children’s achievement?
- We use a tracking system to record teacher assessments 4 times a year in reading, writing and maths.
These assessments are now based a point in time assessment and are numbered according to the stage the child is at. There are 9 points on the scale
|Below||The child is working significantly below the curriculum for their year group. They are working in the lower level of the EYFS or on P Scales|
|Pre-Key Stage||The child is working below the curriculum for their year group. They aren’t accessing the curriculum without heavily personalised support and scaffolding, which may be due to having EAL or barriers to learning. The child may be doing different tasks to the rest of the class and may be receiving or needing, some intervention|
|Working Towards||Is able to access the correct curriculum for their year group but has significant gaps in their learning. They struggle to embed concepts and nearly always need some scaffolding or support. Can often not apply their learning independently.|
|Just below expected||Is on track to meet some, but not all, of the end of year expectations. Is successful at learning many new concepts and is starting to apply their skills independently, but not consistently. May make errors but will usually be able to improve work following feedback and support. May have some smaller gaps in their learning.|
|Expected||Is meeting the majority of the NC expectations. Is successful at learning new concepts. Is starting to apply their skills independently but not consistently. May make errors but will usually be able to improve work following feedback and support. May have some smaller gaps in learning that need closing in order to become secure.|
|Securely Expected||Is meeting all of the NC expectations. Is usually a successful learner and shows good understanding of objectives taught. Is usually able to learn new skills and use them accurately and independently. May make occasional errors in applying their learning and concepts|
|Greater Depth||Is starting to exceed national expectations. Is almost always successful in understanding the key objectives. Is able to apply their skills in a range of context making few errors. Can often explain and justify their ideas.|
|Securely Great Depth||Is exceeding national expectations. Is always successful in understanding the key learning objective. Is able to apply their skills in a range of contexts with no errors. Can explain and justify their ideas.|
|Exceptional||Is significantly exceeding national expectations. Is always successful in understanding key learning objectives. Is able to apply their skills in a wide range of contexts making no errors. Can clearly explain and justify their ideas. Demonstrates significant skills and knowledge beyond the curriculum. Can analyse and evaluate their own and others’ performance effectively|
Alongside these assessments, National assessments take place at the end of:
Year 1 phonic screening
Year 2 tests in reading, writing (including grammar, punctuation and spelling) and maths
Year 6 tests in reading, grammar, punctuation & spelling and maths
What do we do with this data?
The main purpose of assessment data is to inform future learning for each child. Teachers and senior leaders use it to ensure that all children and groups (including pupil premium children) receive the education best suited to their needs which will ensure excellent attainment and progress for all. Teachers meet senior leaders termly to review the progress of pupils. Governors are given an overview of the achievement of each class and cohort termly.
Parents are kept informed about their child’s achievement at Parents’ Evenings in October and February and through annual reports in July. If there is a concern about a child’s progress, the parent will be contacted to discuss additional support the school and home can provide for the child.