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SOUTH WONSTON PRIMARY SCHOOL
‘Together, we nurture, inspire, challenge and achieve’
This policy aims to:
Since the removal of National Curriculum levels in 2014, schools have been free to develop their own approaches to assessment.
This policy refers to the recommendations in the Final Report of the Commission on Assessment without Levels.
It also refers to statutory reporting requirements set out in the Education (Pupil Information) (England) Regulations 2005: schedule 1.
To ensure that:
At South Wonston we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum.
We use three broad overarching forms of assessment: day-to-day in-school formative assessment, in-school summative assessment and nationally standardised summative assessment.
4.1 In-school formative assessment
Effective in-school formative assessment is the day-to-day assessment which is carried out by teachers and is key to effective classroom practice. It enables:
A range of day-to-day formative assessments will be used including, for example:
4.2 In-school summative assessment
Effective in-school summative assessment enables:
Children at South Wonston are assessed periodically and progress and attainment data is recorded on the assessment system ‘Insight’. These assessments are carried out three times a year in December, April and June. Teacher Judgements on Insight for Reading, Writing, Maths and Science will relate to the National Curriculum age related expectations and will state whether a child is working Below age related expectation; Just Below age related expectation, On-track or at Greater Depth. These assessments are used to monitor the performance of individuals, groups and cohorts; to identify where interventions may be required; and to work with teachers to ensure that children are supported to achieve at least sufficient progress and expected attainment. Test materials are used at the end of units or the academic year to support teachers with making accurate teacher assessment judgements.
A range of in-school summative assessments will be used including, for example,
4.3 Nationally standardised summative assessment
Nationally standardised summative assessment enables:
Nationally standardised summative assessments include:
Parents are given the opportunity to meet with teachers whenever the need arises and specifically after receiving their child’s annual report at the end of the Summer term. Parents’ Evenings are held twice a year in the Autumn and Spring terms. Each class presents two assemblies that parents are invited to during the year. After the assembly parents are invited to the classroom to look at their child’s work. An Open Evening is held towards the end of the Summer term to enable parents to see some of the work that has gone on in school during the year.
Annual reports to parents include:
The principles of this assessment policy apply to all pupils, including those with special educational needs or disabilities.
Assessment will be used diagnostically to contribute to the early and accurate identification of pupils’ special educational needs and any requirements for support and intervention.
We will use meaningful ways of measuring all aspects of progress, including communication, social skills, physical development, resilience and independence. We will have the same high expectations of all pupils. However, this should account for the amount of effort the pupil puts in as well as the outcomes achieved.
For pupils working below the national expected level of attainment, our assessment arrangements will consider progress relative to pupil starting points, and take this into account alongside the nature of pupils’ learning difficulties.
After joining the school, all teachers will be provided with a copy of this policy and it will form part of the induction program. In all staff meetings and training, there will be an emphasis on teachers having a good understanding of assessment and assessment practice.
Continuing professional development may take various forms including the provision of direct face to face training and online training. The Assessment Leader will ensure that best practice is shared and will endeavour to keep up to date with latest research. The Assessment Leader will attend Local Authority Primary Assessment Network meetings and subscribe to the weekly Assessment Update email from Standards and Testing Agency. External assessment systems will be continually reviewed and evaluated to ensure that they support the delivery of the school’s assessment policy and are in line with the aims and principles outlined.
Governors are responsible for:
The headteacher is responsible for:
Teachers are responsible for following the assessment procedures outlined in this policy
This policy will be reviewed every two years by the Assessment leader. At every review, the policy will be shared with the Curriculum and Standards Committee.
All teaching staff are expected to read and follow this policy.
The Assessment Leader will monitor the effectiveness of assessment practices across the school, through: moderation, lesson observations, book scrutinies, pupil progress meetings, data analysis.