Logo

 

Assessment Statement

Introduction

At Mount Charles School we believe in the need for accurate assessment in order for children, staff and parents to have specific knowledge about what pupils have learnt in order to plan and target future learning.

Two of our school aims specifically indicate our expectations for pupil learning:

In implementing our policy we agree that assessment:

Assessment without Levels

From September 2015 a new assessment system has been introduced within the school. Key Performance Indicators, taken from the National Curriculum framework have been allocated to each year group (Year 1-6). Pupils are assessed against these objectives in Maths, Reading and Writing throughout the year.

Future teaching is planned, based on the outcomes of these assessments.

It is possible to "follow the story" from term to term to see the progress pupils have made during the year with their learning.

The assessment systems will continue to be developed throughout 2015/16.

What is summative assessment?

Summative assessment can be seen as the more formal tests which take place. At the end of KS2 (Y6), the National Statutory Tests (SATs) are taken by pupils in Maths, Reading and Spelling, Punctuation and Grammar to compare standards with other Y6 pupils across the country. As well as reporting the results of these tests, a Teacher Assessment is also given (including a Teacher Assessment for Writing) which draws on the teacher's ongoing assessment records and professional judgement.

Similarly, at the end of KS1, Y2 teachers decide a level for each child’s attainment in the core subjects using level descriptors and their professional judgement.  In order to do this, they use ongoing assessment records and make use of externally produced national tests and tasks.

Tests and tasks are given to pupils in Years 1,3,4 and 5 (including externally produced tests where necessary and appropriate).  Other commercially produced assessments, such as CGP and NFER may also be used to add to the assessment information in addition to school and class based tests. These provide an opportunity to keep track of children’s progress and teachers’ expectations.

On Entry assessment takes in EYFS through tasks and observation of children. At points during the year a snapshot of attainment is taken and data submitted and reported to parents at the end of the year.

What is formative assessment?

This is day to day ongoing assessment, based on how well children fulfil learning intentions, providing feedback and involving children in improving their learning.  Assessment strategies used will depend on the subject area, age and ability of the child.

Based on National advice, good Assessment for Learning practice is demonstrated where:

The teacher needs to judge where and when to use different types of feedback in response to evidence of learning.

Written feedback:

Oral feedback: