Prince Rock Primary School
Assessment Statement March 2016
How do we assess learning at Prince Rock Primary School?
At Prince Rock 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 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
- Assessments such as benchmarking which find out which books children should be reading
- More formal assessments such as GL progress assessments and reading age tests
- Statutory assessments such as KS2 SAT 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.
What changed in September 2014?
When the new curriculum was introduced, 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.
At Prince Rock Primary school, we considered carefully how to proceed with this new assessment system.
How do we track the children’s achievement?
- We use a tracking software called ‘Insight’ to record assessments of the children in reading, writing and maths four times a year
- These assessments are now based on whether children are ‘emerging’, ‘expected’ or ‘embedded’ against age related expectations The definitions below explain what the terms mean at the end of the year when they are reported to parents.
Below average – working at a year group below their actual age
Emerging – just below but nearly there
Expected – doing well
Embedded – secure – doing very well
Exceeding – working at a year group above their actual age
- Following the introduction of a ‘mastery’ curriculum, children’s learning is deepened and embedded to ensure they are really secure in it before moving on to new learning.
How do we ensure judgements are accurate?
- In order to ensure accuracy, we are using reading ages from Accelerated Reader, benchmarking and RWInc results for reading. To assist with writing, we have produced writing criteria, adapted from the resources produced by Andrell Education. We have also introduced maths assessments from a company called ‘Not as we know it Assessment’. Staff meeting time is given for staff to work together with colleagues within the school and colleagues at other schools to moderate assessments.
- In the summer term, the children complete a ‘Progress Test’ from a company called GL. This provides a standardised score as well as a raw score which can be used to compare year on year progress.
- Senior Leaders check children’s assessments match the work in their books by looking at a selection termly and all children at the end of each year.
- Children in reception will also be using a baseline assessment provided by CEM. This helps to assess what they can do when they enter school and when they leave Reception and is part of a government trial of providers.
- All of these additional supports form part of the teachers’ judgement alongside the children’s daily learning, work in their books and formative assessment
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 and through annual reports. 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.