Assessing Progress

Assessment Routines

There are three broad assessment routines:
1) Day to Day (Formative)
2) Periodic Assessment (Summative)
3) Transitional Assessment

Please view criteria attached to these assessment processes below.

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1) Day to Day (Formative)

Involves sharing learning goals with learners (e.g. success criteria, curricular targets).
Involves learners in peer assessment and self-assessment.
Provides feedback that helps learners recognise the next steps they need to take, and how to take them.
Informs planning.

Day to day assessment is an essential part of learning. It provides ongoing checks on learning and progress at the point of learning and takes place in all lessons through questioning, dialogue, discussion, observation and oral and written feedback and is underpinned by the confidence that every learner can improve.

2) Periodic Assessment (Summative)

Uses teacher assessment and tests to make a periodic review of progress and attainment.
Identifies gaps in experience and informs planning.
Helps learners know and recognise the standards they are aiming for.
Involves both learner and teacher, reviewing and reflecting on the evidence of attainment.

Periodic assessment gives an overview of progress and provides diagnostic information (which is linked to national standards) about individual children. Periodic assessment takes place in the core subjects every term. NTS (National Test-style Standardised Assessment) papers are used. In line with current National Standard Test practice, children in Key Stages One and Two are formally assessed, at the end of a school year, in Reading Comprehension and Maths. There is no formal test of Writing. However, a periodic review of Writing takes place.

3) Transitional Assessment

brings together a range of evidence, including tests, to reach a view of attainment.
is externally validated and externally communicated.
is set within the framework of national standards.

Individual Pupil Progress

Data from assessments is used to track individual progress. Every class teacher has a termly meeting with the Phase Leader and link Assistant Headteacher and Assistant Headteacher for Standards and Progress to discuss individual pupil progress.

In Early Years and Foundation Stage, as with all areas of child development children have their own individual profiles in Learning Journals. Throughout Nursery and Reception, ongoing planned and incidental observation takes place and evidence of independent and adult directed work is evaluated and progress towards the EYFS ELG (Early Years Foundation Stage Early Learning Goals) is tracked. Observation notes are entered into individual journals covering all areas of learning. The booklets are started in Nursery and completed in Reception.

From Reception Onwards

From Reception onwards, Pupil Progress meetings between parents and teachers take place in the autumn and spring terms and a written report summarising progress for the year is sent home in July. If a teacher feels a child is not making enough progress in any particular area of the curriculum, additional school support is provided and its impact measured. Should concerns remain, parents are invited in to school to discuss how the school and home can work together to help the child or if outside agency expertise is needed. Leaders at the school review progress regularly and adjust the use of adult support as necessary.