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Assessment

Children Playing

From September 2014, with the introduction of the new Primary National Curriculum, the government assessment reforms came into force. These included National Curriculum levels being removed and not replaced, which has allowed schools to choose their own assessment frameworks.

There is much more emphasis in revisiting and deepening children’s understanding of what they have learnt, improving their ability to apply learning in as many different ways as possible and therefore reinforcing their understanding.  As children are not expected to push through a set of levels, they are free to master the full breadth of the curriculum for their year group.

Assessment should have a purpose at every level, for everyone involved:

  • Pupils should be given appropriate feedback on their learning from the formative assessments carried out by class teachers.
  • Class teachers should be able to use formative assessment to support planning and implementation of a curriculum designed to meet the needs of learners.
  • Teachers and school leaders should be able to use assessment to help ensure that the pupils who need specified intervention are quickly identified, appropriately supported and monitored so that all can fully achieve their potential and no one is left to struggle behind.
  • School Leaders should be able to use summative assessment as a tool for monitoring the progress and attainment pupils make, to ensure the school is helping pupils achieve their potential.
  • Parents should be able to get a clear and accurate sense of their child’s achievement and progress as well as areas where they can support development.
  • Governors should be able to use data to ensure the school is supporting pupils learning effectively.
  • Schools can provide data for inspection teams to show how children are performing.

The Kingfisher Schools Federation recognises that the new national curriculum is sufficiently challenging for pupils and assesses attainment at any point in time. We use four methods of assessment from the Early Years Foundation Stage to the end of Key Stage 2, to support quality teaching to assess and evaluate pupil progress, in addition to Teacher Evaluation.

1. Governor Monitoring Visits
Children’s work in books is a key source of evidence when making judgements relating to quality teaching and pupil progress. The governing body of the Kingfisher Schools Federation conducts regular Moderation Visits across both schools to evaluate the effectiveness of learning and pupil progression across the curriculum. The governing body retains the responsibility for raising standards in all subjects. Governors will provide a link between the full governing body, its committees and the staff of our schools.

  • Our Learning & Improvements governors will meet regularly with the subject leader to discuss how the subject is developing across the schools.
  • They will include a section in the Annual Governor’s Report to Parents on the school’s teaching and learning of the subject.
  • Use termly visits to view the subjects in the classroom.
  • Governors will discuss the focus for their visit with the teacher in advance to provide opportunities for them to gain a deeper insight into the issues, successes and challenges of the subject in our schools and not to be seen as inspectorial or judgemental.
  • They will enquire about resources allocated to the subject from the school budget.
  • Ask about how SEN, EAL, vulnerable groups, higher attainers and Pupil Premium children are catered for in the subject.
  • Talk to the head teacher about school subject issues.
  • Produce a Newsletter, or similar, to parents, perhaps including an article on the school’s progress on specific subjects and how they are being delivered across the Federation.

2. EARLY YEARS FOUNDATION STAGE

2A. Tapestry for EYFS
The Kingfisher Schools Federation uses Tapestry in Reception to provide an online Journal recording all the learning and fun of children’s early year’s education and enables us to capture children’s experiences, as well as to monitor development and learning. This unique Journal is shared online with parents, who are able to see special moments and view their child’s progress.

Tapestry covers the EYFS and is designed to simplify and improve recording within these curricula. Information can be filtered and displayed in different ways and assessments and statements can be made for each entry.

For more information about Tapestry, please go to https://tapestry.info/about.html/

2B. Pupil Asset for EYFS
The EYFS provision through Pupil Asset allows detailed formative and summative assessment from birth to five years. From overall cohort data, Target Tracker assists us in measuring both overall and average progress through data entry and analysis, combined with the ability to record photo observations.

3. PRIMARY Key Stage 1 & Key Stage 2

3a ‘Rising Stars’ for English, Grammar, Punctuation & Spelling
Rising Stars has worked with curriculum and assessment expert’s to produce a Progression Framework for English which helps teachers cover the requirements of the new curriculum and ensures children are on track to meet end-of-year expectations. Rising Stars enables us to:

  • gather comprehensive evidence to inform teacher judgements;
  • provide useful feedback to children to help them focus on areas to improve;
  • identify gaps to inform future teaching;

For more information about Rising Stars, please go to www.risingstars-uk.com/Menu/About-Us/About-Rising-Stars

3b ‘Primary Assertive Mentoring’

Numeracy Assessment System and Maths Criteria System
The ‘PAM’ systems enable us to facilitate accurate and consistent assessment of the maths to track pupil progress. The system visually identifies precise pupil targets, provides informed planning and enables focussed support.

Time Tables System
The systematic acquisition of Times Tables includes weekly activities to reinforce the times tables, related homework and more.

For more information about Primary Assertive Mentoring, please go to www.assertivementoring.com/primary/primary-assertive-mentoring

4. Pupil Asset
In order to ensure successful outcomes, it is critical to identify the gaps in learning for individual pupils and groups of pupils across the curriculum. Pupil Asset assists us in identifying gap analysis by subject, across the curriculum, which can be filtered by group or individual pupil. This can help inform the ‘next steps’ and assist with planning; it also provides analytical assurances to the Governing Body and Senior Leadership Team across both schools, that no areas of the curriculum are missed.

Formative Assessment is used to build up an overview of Pupil development under the following statements:

Standards for Reading & Maths
Children at the end of Key Stage 1 will be assessed to be in one of the following categories:

  • Working towards the expected standard
  • Working within the expected standard
  • Working at a greater depth within the expected standard

Children at the end of Key Stage 2 will be assessed to be in one of the following categories:-

  • Early development of the expected standard
  • Growing development of the expected standard
  • Working at the expected standard

Standards for Writing
Children at the end of Key Stage 1 will be assessed to be in one of the following categories:

  • Working towards the expected standard
  • Working within the expected standard
  • Working at a greater depth within the expected standard

Children at the end of Key Stage 2 will be assessed to be in one of the following categories:

  • Early development of the expected standard
  • Growing development of the expected standard
  • Working towards the expected standard
  • Working within the expected standard
  • Working at greater depth within the expected standard

‘Working Towards’
Children are judged as ‘working towards’ when they are accessing the curriculum below the expectations of their chronological age.  They do not currently have the skills, knowledge and understanding required to access, achieve or demonstrate significant engagement with the assessment criteria

‘Working Within’
Children are judged as ‘working within’ when they are comprehensively on-track to attain the skills, knowledge and understanding of the assessment criteria by the end of the year.

‘Working at Greater Depth’
Children are judged as ‘working at greater depth’ when pupils have a deepening and broadening of knowledge against curricular statements for pupils who are ‘working at greater depth’ within the expected standard.

‘Mastery’
Through the ‘Mastery’ approach we can record the deepening and broadening of knowledge against curricular statements for pupils who are ‘working at greater depth’ within the expected standard.

For more information about Target Tracker, please go to www.eesforschools.org/targettracker

Assessment
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