Assessment Policy

RATIONALE

Assessment lies at the heart of the process of promoting pupils’ learning. It provides a framework within which educational objectives may be set and pupils’ progress measured, expressed and monitored.

Assessment aims to celebrate diversity by identifying and valuing all pupils’ progress and achievements.

Assessment should be undertaken in partnership with the pupils and should be incorporated systematically into teaching strategies in order to diagnose any misconceptions or gaps in children’s knowledge and chart progress. It is an integral part of all of our teaching and learning activities. Assessment is the means by which pupils and teachers can generate targets and so direct the learning path.

AIMS

The overriding principle of good assessment is that it should be clearly tied to its intended purpose.

(September 2015) John McIntosh CBE

Final report on the Commission on Assessment without levels.

The aims of assessment at North Ealing Primary School are to:

● Ensure that formative assessment is a key part of the ongoing learning process which involves both teachers and learners in reflection, dialogue and decision-making.

● Identify the needs of each child in order to raise their attainment.

● Enable pupils and teachers to identify achievements and plan for future progress.

● Deliver a differentiated coherent curriculum that takes account of the pupils’ prior learning, experiences and multiple intelligences.

● Inform pupils, teachers, parents and outside agencies (e.g. Education Psychologist, Speech and Language Therapists, Behaviour Support Team) of a pupil’s strengths, weaknesses and needs in order to assist them in reaching their potential.

● Ensure that assessment encourages learning and fosters motivation, emphasising progress and achievement rather than failure or plateauing/stagnation.

● Develop pupil’s own and peer assessment skills.

● Facilitate and ensure continuity and smooth transitions from the Early Years Foundation Stage (EYFS) through to the end of KS2.

● Use validated in-house and external assessment data to inform target setting and raise expectations and standards.

ASSESSMENT PROCESSES

There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account. Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests.

Final report on the Commission on Assessment without levels. (September 2015) John McIntosh CBE

Formative assessment

“It goes without saying that assessment goes hand-in-hand with the curriculum; but it is high quality formative assessment that goes to the very heart of good teaching.” Final report on the Commission on Assessment without levels. (September 2015) John McIntosh CBE

Formative assessment (or assessment for learning) is used by teachers to evaluate pupils’ knowledge (including prior knowledge) and understanding and to tailor teaching accordingly. Using the Rosenshine 10 principles of instruction, prior knowledge is activated and reviewed regularly and new material is introduced in small steps with plenty of opportunities for teacher modeling of good examples and practice of new material by the children. We aim to deliver an enquiry rich curriculum, where possible, providing pupils with multiple ways to recall prior knowledge and demonstrate their current learning so that staff are given more opportunities to understand students’ thinking and learning. Ways to collect assessment information about student learning, include a variety of observations, conversations and tasks such as the following:

• Formal and informal observations
• Discussions and learning conversations in the form of pupil voice
• Low stakes questioning such as quizzes which review prior learning and check for understanding
• Tasks done in pairs and groups which incorporate our oracy strategies and talk tactics.
• Demonstrations and presentations using cognitive, linguistic and physical elements of the oracy framework
• Projects and portfolios
• Peer and self-assessments
• Self-reflections

This is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). This is central to effective teaching and learning and enables pupils and teachers to clearly identify and understand what the next steps in learning are.

Diagnostic Assessment

Diagnostic assessment is also used to identify pupils’ strengths and weaknesses within all or specific areas of learning.

Evaluative Assessment

Evaluative assessment is used to ascertain the progress of a cohort of pupils rather than individuals alone. Results inform the strategic planning and direction of the cohort by evaluating the impact of planning, teaching and the curriculum on pupils’ achievements.

Summative Assessment

Summative assessment (or assessment of learning ) enables staff to evaluate how much a pupil has learned at the end of a teaching period.

Summative/formal assessment procedures for are as follows:

● EYFS: Statutory Baseline upon entering Nursery and Reception.

● Good Level of Development (GLD) score at the end of Reception Year (gained through formative assessment).

● Y1 statutory Phonics Screening Test (summer term).

● Statutory end of Key Stage tests in Year 6 (summer term).

● Termly summative assessment weeks in KS1 & KS2.

● Internal class-based formal teacher assessments/tests (ongoing) for reading, maths and science.

Through working and moderating with other schools, and using external tests and assessments, we are able to compare our performance with that of other schools. Regular assessment network meetings also help us to compare and reflect on our procedures with other schools.

Science and Foundation Subjects

As with English and maths, assessment for science and foundation subjects must be an integral part of the teaching and learning process.

These are assessed less formally using methods including:

● Ongoing formative assessment, in line with the Rosenshine principles of instruction, in order to ensure key knowledge and vocabulary is becoming embedded. Teachers address any misconceptions and gaps in knowledge in subsequent lessons as appropriate.
● Written work, debates, presentations, quizzes etc at the end of a topic in order to assess children’s understanding of the key knowledge, concepts and vocabulary for that unit.
● End of unit summative assessments in science.
● Teachers focusing their questioning on a particular topic

Across the curriculum, careful and rigorous tracking facilitates the identification of pupils:

● Not making expected progress.

● Off track to reach the expected grades at the end of KS2 national assessments.

● With Special Educational Needs and Disabilities (SEND) and those who are vulnerable
(including: SEND, English as an Additional Language (EAL), Pupil Premium, mobile pupils).

● Who are able and talented (A&T).

As a result, appropriate interventions can be put in place to enable effective personalised teaching for all pupils.

Assessment in the EYFS

Assessment in the EYFS is essential in helping parents, carers and practitioners to recognise pupil’s stage of development and progress, understand their needs and plan appropriate, developmental activities and support. On entry to the school, the baseline assessments are completed within the first six weeks. These are used to inform planning, set targets and measure progress. On-going assessment (formative assessment) is an integral part of the learning and development process. Pupils are assessed through practitioners observing pupils across all 7 areas of learning (supported by photographs/videos) and through a continuous dialogue with pupils and their parents/carers. In order to track and monitor progress, data is entered regularly into Tapestry.

In the final term of the child’s Reception year (no later than June 30th of that term), the EYFS profile is completed for each pupil. This profile provides a comprehensive overview of a pupil’s knowledge, understanding and abilities in addition to measuring their progress against the expected levels: Early Learning Goals (ELG) reflecting their readiness for Year 1. The primary purpose of the EYFS Profile assessment is to support a successful transition from the EYFS to year 1, as set out in the revised EYFS profile handbook (updated annually)

At the end of the Reception year, teachers give Year 1 teachers a copy of each child’s EYFS Profile, including a record of the child’s outcomes against the 17 ELGs, stating for each ELG whether the child is: meeting levels (‘expected’) or not yet reaching expected levels (‘emerging’).

They also provide a short commentary on how the child demonstrates the three characteristics of effective learning.

At the end of the EYFS, teachers must provide parents and/or carers with a written report summarising their child’s EYFS Profile results and offer them the opportunity to discuss this with the teacher.

Effective assessment at NEPS is characterised by ensuring that:

All teachers have a secure understanding of formative and summative assessment and how it impacts on learning.

All teachers adhere to the Rosenshine principles of instruction.

All teachers have a good understanding of skills and progression in key concepts and of how to confidently use the NC14 objectives for Reading, Writing, Maths, Science and Foundation subjects to support assessment throughout the year.

In class, there is clear discussion of what pupils are going to learn (learning objectives), how they can recognise achievement (success criteria) and why they are learning this (the context).

SMART (Specific, Measurable, Achievable, Realistic and anchored within a Time Frame) writing targets help children to understand the next steps in their development as writers.

Targeted and differentiated success criteria are used on a regular basis across the curriculum so that pupils understand the expectations.

Pupils know “How” they are learning as well as “What” they are learning.

Planned tasks and skilful questioning (including higher order thinking skills questions) prompts pupils to demonstrate their knowledge, understanding and skills and enable pupils to achieve their full potential in all curriculum areas.

Teachers continuously observe and interpret what pupils say (including through pupil voice) and do and then make judgements about how learning can be adapted and improved.

Teachers provide high quality and constructive feedback in comments/guidelines, emphasising achievements in order to improve confidence, enthusiasm and develop strengths (see NEPS Marking policy).

Pupils have the confidence and skills to be involved in peer and self-assessment and goal setting for themselves and others.

THE ASSESSMENT PROCESS

Our school’s assessment calendar outlines the assessment process across the school year. Recording and reporting of pupils’ progress is a statutory requirement for all teachers.

Target setting

● At the beginning of each academic year, teachers examine the previous year’s results and achievements in Mathematics, English and Science and set relevant year group targets which pupils are expected to reach by the end of that academic year.

● The majority of pupils are expected to be secure in the expectations for their year groups, e.g. a Year 5 pupil should be working within the Stage 5 curriculum and will be expected to achieve Stage 5 Secure (national expectation) by the end of the year.

● Regular short term (next steps) targets are set according to pupils’ strengths and weaknesses and these are used to keep pupils, teachers, parents and outside agencies aware of pupils’ progress towards learning goals. These may be set in various forms, eg verbal targets, written marking, success criteria, learning plans etc.

● Specific targets for reading, writing and maths are reported on end-of-year reports. These are tailored to the individual pupil’s needs and should give a clear indication of the way forward.

● As pupils progress through school, they are encouraged to participate in the process of setting their own targets.

Data entry and tracking in core subjects

● Throughout the year, 3BM Purple Sheets, complete with NC14 objectives for reading and science are used to track pupils’ attainment and progress and to inform teacher planning and teaching.

● Assessment frameworks track pupils’ progress against yearly objectives in writing across the year.

● Half-termly assessments track pupils’ progress against yearly objectives in maths.

● Teachers enter levels of attainment on SIMS for reading, writing, maths and science, on a termly basis. This allows for easy analysis of progress and attainment and identification of gaps.

● Termly pupil progress meetings (PPM), with every class teacher and a member of the senior team, track progress and attainment, establish appropriate interventions and examine the impact of existing interventions.

MAINTAINING CONSISTENCY

Standardisation

Teachers use the end of key stage objectives set by NC14 and Ealing’s end of year objectives when making grade judgments to ensure they are consistent with national standards.

Moderation of core subjects

Teachers and support staff meet regularly to discuss evidence and to moderate pupils’ work. Moderation sessions are built into the phases and staff meeting timetables in order to ensure that there is consistency of grading throughout the school. Consistency of grading with other schools in Ealing is developed by staff attending moderation sessions with other schools and borough wide moderation sessions, particularly in Year 6.

National external moderation occurs on a 4-5 year rolling programme.

EYFS

The EYFS handbook exemplars, based on national criteria, are used to support teachers’ judgements to ensure that they are consistent with national standards. Teaching and support staff work with each other and with local authority moderators to achieve consistent internalisation of the ‘pitch’ of scale points so that comparable judgements can be made.

REPORTING

● Parents/carers are able to access the key planned objectives for each area of the curriculum via the half-termly Curriculum Maps on the school website.

● In the summer term, a written end-of-year report is sent home for each pupil. This outlines the pupil’s progress in all areas of school life and reports the level of attainment for the core subjects, based on the teacher’s assessment (informed by both formative and summative assessments). Pupils’ attainment will be reported as either working towards, working at or working above national expectations for their age group. EYFS parents and carers are informed of EYFS profile scores.

● In addition for pupils at the end of key stage 2, results of Standardised Tests for reading; grammar, punctuation and spelling and maths are sent out to parents and carers once received from the local authority.

● Parent evenings are held three times a year. Teachers are also available by appointment or informal arrangement, to discuss the pupils’ progress.

● Governors are informed by SLT of the standards achieved at the end of each term.

● The end of Key Stage 2 test results are reported individually to parents and are published in the Governors’ Annual Report to parents as well as being placed on the school’s website and published by The London Borough of Ealing.

A&T, SEND , EAL and vulnerable groups (Refer to NEPS policies)

● SEND, A&T and vulnerable pupils are identified through a range of assessment strategies. The process is on-going and begins when pupils join our school.

● Differentiation of the curriculum and its delivery ensure that each pupil is assessed using tasks at a level appropriate to their needs and potential.

● Specific diagnostic assessments are used where necessary in order to identify and monitor pupils’ needs.

● Relevant outside agencies are informed to provide additional support where necessary.

RESPONSIBILITIES

The senior leadership team is responsible for ensuring:

● This policy is followed, revisited annually and reflected upon regularly.

● All arrangements for and procedures for end of year assessments are secure.

● The implementation and maintenance of the Assessment and Monitoring Calendar.

● Parents, carers and governors are kept informed regarding assessment procedures within the school, e.g. at Curriculum and Parents’ Evenings, and to involve them in improving the standards of achievement of our pupils.

● Teacher’s assessment records and electronic reports are maintained consistently and effective use is being made of these to inform pupils’ learning goals and teaching strategies.

Subject coordinators

Subject coordinators for all curriculum subjects are responsible for monitoring assessment, progress and continuity in their area of responsibility through scrutiny of work, scrutiny of planning and pupil voice.