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Assessment

Assessment is an integral part of teaching and learning. Children’s work is marked daily and subsequent lessons are adapted to ensure quality learning. Progress is continually monitored by teachers and learners are given feedback and targets for improvement, which they are then expected to respond to. Our children are also given opportunities to evaluate and improve their work, either independently, in pairs or as a small group. In this way they are encouraged to take responsibility for their learning.

Our children are encouraged to ‘up-level’ their own work, an important aspect of AfL which is a major assessment tool for the children to use. The children are given opportunities to evaluate and improve their work, working independently, in pairs or as a small group. Peer and Self-Assessment plays a major tool in this success, as does the children assessing themselves against their individual targets.

Teachers and children also use the reading and writing APP; a teaching and learning tool first and a summative assessment tool second. Using APP also has an impact on the subject knowledge of our teachers, and the understanding of our pupils about what makes a successful reader and writer: what skills are needed to get to the next level and therefore to ‘reach for the stars’.

DL uses APP first and foremost to understand the progress in English, not tracking progress in English. Although it is also used to understand what is needed for each level of competence and skills. We use teacher assessment, as the most influential assessments in pupils’ learning in English; alongside external tests. Our teacher assessment drive learning in English – if our pupils are making more progress in this way, then attainment in tests should follow.

Moderation using APP is a regular feature throughout our school year. This is critical in terms of ensuring rigour and accuracy, as well as impact. We use APP throughout the term, creating a record of evidence and then look back over the records of the term to help support our overall judgements. Especially true and useful in relation to assessing reading.

Additionally, we have written our APP for writing and reading in child-speak, so our children can also use it to aim for higher attainment and reach their full potential.

EYFS

our children in Reception are involved in baseline assessment once they have settled into their class. This year we have used the EExBA baseline, alongside our own assessment. Observations of each child help our staff to assess their level of progress against the age related EYFS Development Matters for all areas of learning. This assessment also helps teachers to identify each child’s needs and specific areas for development. Each child has a `Profile Folder’ to store all samples of work, observations, photos and assessments. This is then used to enable our staff to monitor progress and assess each child for the Foundation Stage Profile. Parents are welcome to look through their child’s profile and discuss progress that is happening both at home and school with the class teacher. At the end of Foundation Stage, the Reception teacher will have completed a foundation stage profile for each child, identifying progress in all areas of learning. This is shared with our parents through an end of year report, and the profile is passed on to the Year one teacher to inform them of each child’s progress and support further learning in these areas.

KS1 & KS2

Formative assessment is an ongoing form of assessment. We believe that there is no intrinsic value in recording this type of assessment; what matters is that it is acted on. We have a very clear approach that feedback at the point of learning and providing opportunities for pupils to respond to feedback is highly valuable. Our marking policy reflects this notion and we regularly observe daily practice in the classroom, as well as undertaking scheduled formal book monitoring.

Summative assessment is to evaluate pupils' learning and progress at the end of a period of teaching. We believe that conversations matter more than numbers, and are therefore working towards a system that does not rely heavily on data entry and data management systems which demand a large amount of teachers’ time.