Assessment at our School

Creating new systems for the future

Currently we are in a transition period, since the removal of National Curriculum levels descriptors and the implementation of the new curriculum.

During this period of transition we are working in partnership with the Local Authority (LA) and external agencies to develop and refine new assessment tools and update our primary curriculum. 

When national levels were removed the school piloted two assessment tools ( Target Tracker and Scholar Pack) to monitor the progress of pupils.

In April 2017 Scholar Pack was chosen as the school's assessment system. Since then teachers and staff have been working hard to develop the system so that each child's progress can be acutely monitored.  Initially focus has been on the core areas of Writing, Reading and Mathematics but in time the Scholar Pack assessment tool will be used for all other subjects too.

Other assessment tools have also been refined in 2017 and 2018 to take into account that we no longer have levels - systems for assessing knowledge and understanding of phonics, spelling, multiplication facts, reading, mathematics and writing have all required review, updating and changing. 

Monitoring pupil progress - how is this done and who is involved?

  • Each child's progress is routinely monitored on a weekly basis by the class teacher.
  • Each half term the teacher will also meet with colleagues during staff meeting time to look at the data to check that each child is making sufficient progress. Where a child is not making sufficient progress we will put in specific intervention strategies. In some cases this means accessing more adult learning hands on support. It could also mean undertaking a dedicated supplementary learning support package such as Sound Discovery (Literacy) or First Class in Number (Mathematics).
  • Vulnerable pupils and children with special educational needs are monitored closely by the teaching team with support from the Special Needs team (Mr Wright, Headteacher and Mrs Smith, SEN Lead Teacher).
  • Each teacher meets with the headteacher on a half termly basis for a Pupil Progress Meeting. During this meeting all pupil data is considered and scrutiny is given to what is working well and what could be improved upon. All this information is put in a file and from 2017/18 will be maintained as an historical record to show the journey of each child in each class.
  • The school uses outside agency tools to also assess and monitor pupil progress, such as Fischer Family Trust (FFT) data as well as DfE (ASP) data and Ofsted originated Inspection Dashboard reporting.
  • The governing body have an Assessment, Curriculum and Standards (ASC) remit and each half term the Headteacher and as appropriate, teaching staff , meet with the governors to share anonymous school data and discussion curriculum developments/review policies.
  • A Local Authority Adviser also meets with the Headteacher and as appropriate teaching staff to review and challenge the school on its data, to celebrate good practice and to look at areas which could be further refined. A report is issued to the Headteacher and Chair of Governors. The Adviser may also be invited by the Headteacher to look at the work carried out in class, to view books, planning and assessments.
  • Headteacher and teacher performance is appraised annually and targets given to enhance performance and help further develop provision. Pupil data and the quality of assessment data is a crucial aspect of the appraisal process.