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Assessment

At Allesley Primary school we will ensure an approach to assessment that meets the needs of all pupils, informs teaching and demonstrates children’s progress from their individual starting points.

 

 

Assessment Principles

Published by DfE, April 2014

 

              Effective assessment systems…

 

  • Give reliable information to parents about how their child and their child’s school are performing.
  • Help drive improvement for pupils and teachers
  • Make sure the school is keeping up with external best practice and innovation.
  • Are a balance of summative and formative and is integral for teaching and learning.
  • Engage pupils in rich open ended tasks involving children in problem solving with no limit on achievement.
  • Inform planning so all pupils make good progress.
  • Track progress to allow for analysis and target setting.

 

 

Summative Assessment and testing.

 

The school will follow the National Testing Agenda.

 

Summative assessment is a systematic part of our school’s work which will be used to track each cohort in the school.

 

It is through an effective tracking system that the needs of every pupil can be met and that the school develops a clear understanding of how to raise standards.

 

The Summative assessment cycle at Allesley Primary School will include data from:

 

  • Statutory tests – Ongoing Foundation Stage Profile and End of Key    Stage Tests
  • Optional Standardised Tests in KS2
  • Year 1 Phonics Screening
  • On going teacher assessments in core subjects on a termly basis,
  • Tracking grids to show pupils attainment and progress from entry and in comparison with national expectations.

 

 

At Allesley Primary School SIMS Assessment provides a means for pupil attainment to be recorded, tracked and analysed through all key stages. As it forms part of the SIMS system, it provides central storage and access to any information recorded about individual pupils, including attendance, behaviour and achievements, as well as core pupil details such as date of birth, ethnicity and SEN.

 

The data recorded can be used to analyse progress on both an individual

and a group basis and can also be used to inform judgements about how to

allocate resources most effectively for school improvement

 

 

Marking

 

We believe feedback and marking should provide constructive feedback to every child, focusing on success and improvement needs against learning objectives; enabling children to become reflective learners and helping them to close the gap between current and desired performance.

We will ensure that all work is marked consistently against a code and will celebrate quality work with pink and inform children of improvements in green.

 

 

 

 

REPORTING

 

Reporting to parents will take place four times a year. This will give reliable information to parents about how their child is performing.

 

 

Autumn Term and Spring Term –An individual appointment providing oral communication at parent’s evening, sharing and celebrating a child’s achievement, work in books and targets.

 

Children identified as having SEND will have a structured conversation each term.

 

Summer Term – Written report.  Parents invited to look at the work of the whole school and talk to class teachers informally about their child’s progress and their next teacher.

 

Workshops will also be held annually in reception and other years when deemed necessary to support parents with the assessment process.

 

 

Moderation

 

As a school improvement network the Roots Network are committed to ensuring equality of standards across schools. We will ensure that teachers and leaders work together to moderate children’s assessed pieces of work across network schools enabling accuracy, fairness and equality of standards

 

The school will continue to be externally moderated by the local authority and other external providers.

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