Assessment is a continuous process which is integral to teaching and learning; it supports the teachers to ensure that children reach their true potential. It is be incorporated systematically into teaching strategies in order to promote better than expected progress for individuals, groups and cohorts. The National Curriculum as a starting point for all of the teaching and learning experiences that we provide for our children.
The non-core subject disciplines are assessed through:
1. Ongoing, day-to-day assessment, which is carried out by teachers and is key to effective classroom practice. Learning outcomes are shared with pupils and they play and important role through self-assessment of their own learning. Formative assessment is used by teachers to inform planning, resources and support in order for all children to progress. Retrieval practice and cumulative quizzing helps determine pupils’ ability to retain and transfer learnt knowledge from one unit to the next and from one year group to the next; these are 'low stakes, low risk' assessments. At the beginning of each unit, pupils undertake retrieval exercises in school to ensure that previously learned knowledge is brought to the fore. They are equipped with ‘knowledge organisers’ to use to support learning at home and school throughout the unit.
2. End of unit teacher assessment tracks pupils’ knowledge acquisition alongside skill development. Teachers use Strive4 unit overviews and the progression documents as a framework to help them make an informed decision as to whether a pupil is showing that they have acquired the necessary knowledge and skill or whether they are a ‘target’ pupil. Class teachers make ongoing assessments in all non-core subjects. These assessments are used to monitor the performance of individuals, groups and cohorts as well as identifying gaps and next steps for planning.
Teachers regularly review the learning gained from the whole unit – including delivery, engagement and quality to ensure the curriculum remains relevant to the children, the world we live in and are of a high quality.
The core-subjects are assessed through:
At the end of their first year at school, pupils leabe the Early Years Foundation Stage (reception class) and move into Key Stage One. At the end of reception, a profile is completed on each child. These are shared with our families.
Key Stage One
The Key Stage 1 curriculum covers two years. - Year 1 and Year 2. At the end of Key Stage 1, pupils will be assessed by the class teacher to see how they have achieved the objectives laid down in the National Curriculum. There will be formal assessments, which are set nationally, in reading, writing and maths (SATs); in other areas, including science, teachers will make their judgement based on evidence gathered throughout the year.
Key Stage Two
The Lower Key Stage 2 curriculum covers two years - Year 3 and 4. The Upper Key Stage 2 curriculum covers the last two years - Year 5 and 6.
At the end of Key Stage 2, pupils will be formally assessed in reading, spelling, punctuation and grammar and mathematics. These assessments are set nationally and are sent away to be marked externally. Children are also teacher assessed on their writing skills.
There are two main forms of assessment; summative and formative.
Summative assessment (Assessment of Learning) gives information on how well an objective has been achieved at the end of a period of time.
Formative assessment (Assessment for Learning) gives information on how well a child is progressing to meet a given objective or target and provides information to assist the next steps.
SATs at the end of each Key Stage are only a small part of the way in which children are assessed throughout their time in our Trust. At the end of each term, every class teacher is required to carry out assessments in reading, writing, maths and science. These assessments are then recorded centrally to enable the class teacher and leadership to monitor pupil
progress. These are largely summative assessments, although obviously they can be used to identify particular strengths or weaknesses to be addressed in future learning.
In addition to these formal assessments, teachers will be continually making assessments of children’s progress and using these to inform future planning to meet the children’s needs. This could be through looking at written work and marking to indicate the next steps, through observations or through questioning.
As already stated, the end of year expectations only give a broad indication of what the majority of children nationally are expected to achieve. Children’s progress may not always be in line with age related expectations. They may make a huge leap one year and spend a year consolidating before forging ahead again the next year. It is also important for teachers, parents and pupils to focus on what the individual child is achieving.
Strive4 Academy Trust is a charitable company limited by guarantee in England and Wales registered number: 10863245.
Registered Address: Strive4 Academy Trust, Ray Lodge Primary School, Snakes Lane East, Woodford Green, IG8 7JQ