1 Assessment Statement

Assessment Statement Werneth Primary School

2018 – 2019

2 Assessment Statement

Contents

Assessment Statement page 3

Preamble page 3

Assessment without Levels page 3

English and Maths page 3

Assessment and Progress page 4

- SEND

EYFS page 6

End of KS1 Assessments page 7

- Year 1 – Phonics Screening Check

- Year 2 – SATs

End of KS2 Assessments page 8

- Year 6 - SATs

EYFS Progression Matrix page 9

Y1 – Y6 Progression Matrix page 10

Created: March 2016

Amended Name and Role

March 2016 S Whittaker – Vice Principal

April 2017 S Whittaker – Vice Principal

September 2018 S Whittaker – Vice Principal

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Assessment Statement

Assessment without Levels

Following the introduction of the new National Curriculum, the school has reviewed and updated its long and medium term plans to ensure that the curriculum has breadth, balance, full coverage and progression, all underpinned by British values. At Werneth Primary, we use the ‘Cornerstones’ curriculum, ensuring that it is tailored and adapted to meet the interests and needs of our pupils and their community.

As part of the Bright Tribe MAT, we use the ‘Pupil Asset’ system to track and monitor pupil attainment and progress. This system has been developed and adapted to ensure that assessments are sharply focused upon providing staff, pupils and parents with useful information about each child’s current ability and their next steps. This information is shared with pupils regularly and discussed in detail with parents each term.

English and Maths

Planning and Teaching

English planning is linked to the Cornerstones curriculum, ensuring that texts used engage the pupils and capture their interest. ‘Talk 4 Writing’ strategies are also utilised where appropriate, to further enhance the teaching of writing. Within maths, the new curriculum is followed, with staff aiming to ensure that pupils develop mastery, depth and breadth of the skills being taught. School use a range of resources to enable staff to plan engaging lessons which meet the needs of all groups of learners.

Marking and Feedback

English and Maths work receives detailed marking at least once a week, with acknowledged marking happening every day. It is a non-negotiable that this happens, and that the children are given time in lessons to respond to marking and to make corrections. Detailed marking takes the form of instructing children of how they have been successful, and their next steps in relation to their work, giving them a ‘have a go’ to correct a misconception or to extend or consolidate their understanding. The pupils’ responses and corrections are then checked by the teacher and acknowledged. The marking should refer directly to the learning intention and success criteria for that lesson.

Assessment

The school is confident that its assessment practices in these subjects are becoming more robust and accurate, as well as parent and child friendly. The Pupil Asset system for Reading, Writing and Mathematics is followed, using end of year expectations for each year group. The entering (Ent), entering+ (Ent+), developing (Dev), developing+ (Dev+) and secure (Secure) steps are the criteria children need to have achieved

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in order to reach end of year expectations. Pupils will be expected to have a secure knowledge and understanding of the ‘power clump’ objectives from within their year group. These are the non-negotiables and building blocks to enable pupils to access the content of the next year. For any children achieving the expected standards at any point in the year, the Greater Depth (GDS) and Greater Depth+ (GDS+) objectives allow children to work within the year group expectation but at a higher level, developing skills, knowledge and understanding further. This mastery approach allows any children who are more able to secure depth and mastery within their year group and in some cases start working within the next year group expectations.

The school is working closely with other local primaries and external agencies to moderate our assessments and ensure they are accurate.

Progress

Good progress for any subject would be 5 sub stages of progress throughout an academic year. The table on pages 8 and 9 shows the progression within the stages.

For example, a child who achieves the expected standard in Year 3 maths would be recorded as a 3 Secure. This child would then be expected to achieve a 4 Secure by the end of Year 4 to have made good progress.

Pupils who have not yet met age related expectations would also be expected to make 5 sub stages of progress throughout an academic year. This may be progressing from 3 Entering to 4 Entering or 3 Developing+ to 4 Developing+ from the end of one year to the next. Anything less than this would be deemed poor progress (please see information below regarding the progress of pupils with SEND).

In many cases, pupils who are working below age related expectations will be expected to make accelerated progress (6 or more sub stages) throughout the year in order to diminish the difference in the attainment gap. This will be achieved through high quality teaching and carefully chosen and tailored interventions and support. The progress that each child is expected to make will be based upon the individual needs of the pupil.

Outstanding progress would see a move of more than one whole stage, e.g. 3 Secure to 4 Greater Depth.

Pupil progress meetings take place 3 times a year to ensure that children are making sufficient progress towards their curriculum and attainment targets.

Appraisals

Pupils receive a writing target each half term, which will be displayed in the front of their English book and shared with the child.

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SEND

Pupils with special educational needs or a disability (SEND) who are identified as SEN Support, or those pupils with a Statement or Education, Health and Care (EHC) Plan will also be assessed using the Pupil Asset system where this is appropriate to their needs. Where their additional educational needs impact upon their learning, the amount of progress expected will be based upon the individual pupil’s needs and abilities.

Where pupils have more complex needs and make smaller steps of progress, school uses ‘PIVATS’ to closely track their progress and enable staff to set specific and personalised next steps and targets.

Foundation subjects

Planning and Teaching

Foundation subjects are taught through the Cornerstones curriculum topics. Teachers follow the long term and medium term plans to teach and deliver foundation subjects. The school’s foundation subject non-negotiables will be followed to ensure all subjects are well planned with high quality resources used, and to ensure lessons are engaging with clear progression of skills and full breadth and coverage from the National Curriculum.

Marking and Feedback

Foundation subjects are acknowledged marked with every child receiving one piece of detailed marked work for each subject taught over the half term. This detailed mark will identify a child’s strength within the subject/activity and provide a next step (have a go) for improvement in the subject.

Assessment and Progress

School are currently looking into the assessment of foundation subjects to identify a system which is efficient and which provides useful information to both staff, pupils and parents.

EYFS Planning and Teaching

The Early Years Foundation Stage (EYFS) is the stage of education for children from birth to the end of the Reception year.

It is based on the principle that children learn best through play and active learning.

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Whilst in Early Years children will be gaining skills, acquiring new knowledge and demonstrating their understanding through seven areas of

learning.

The Prime Areas:

Personal, Social and Emotional Development,

Communication and Language,

Physical Development,

The Specific Areas:

Literacy,

Mathematics,

Understanding the Word,

Expressive Arts and Design,

Assessment

Assessments are made using a document called Development Matters. This document sets out clear age related expectations for each of the 7

areas of learning. Each area of learning has its own set of Early Learning Goals (ELG) which describe what most children are expected to achieve

by the end of Reception. Children will be assessed at the start of Reception so as to identify the age range they are currently working within.

This assessment will give them a baseline score. Evidence of children’s achievements towards the Early Learning Goals is obtained throughout

the year by recording observations of them working and playing independently, as well as through focused adult led activities.

Progress

Children will be expected to make at least four points progress whilst in Reception.

A child who enters Reception with a baseline score of 30-50 (months) secure, is required to move through the 40-60 age band (entering,

developing, secure) and achieve their Early Learning Goal (ELG).

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Key Stage 1 Assessments

Year 1

At the end of Year 1, pupils will be tested using the Phonics Screening Check. The check consists of both real and pseudo-words and assesses

children’s phonic decoding ability. The test is taken in June and results are reported to parents.

Pupils who do not achieve the expected standard in the phonics screening check are retested at the end of Year 2.

Year 2

At the end of Key Stage 1, pupils will be assessed using the KS1 National Curriculum tests (SATs).

From 2016, these tests consist of: two English reading papers; a spelling, punctuation and grammar test; and two mathematic tests (arithmetic

and reasoning). There is no test for writing and a pupil’s result will be based upon teacher assessment.

Pupils who sit the tests will receive a scaled score with ‘100’ representing the expected standard.

The results from these tests contribute to the overall teacher assessment judgement which the children receive at the end of Key Stage 1. This

information is then reported to parents.

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Key Stage 2 Assessments

Year 6

At the end of Key Stage 2, pupils will be assessed using the KS2 National Curriculum tests (SATs).

From 2016, these tests consist of:

English reading : reading booklet and associated answer booklet

English grammar, punctuation and spelling paper 1: short answer questions

English grammar, punctuation and spelling paper 2: spelling

mathematics paper 1: arithmetic

mathematics paper 2: reasoning

mathematics paper 3: reasoning

Pupils who sit the tests will receive a scaled score with ‘100’ representing the expected standard.

This information will be reported to parents at the end of Key Stage 2.

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Progression: EYFS

1 0-11

2 8-20

3 16-26 Dev

4 16-26 Sec

5 22-36 Dev

6 22-36 Sec

7 30-50 En (Expected standard at the start of Nursery)

8 30-50 Dev

9 30-50 Sec

10 40-60 En / Beg (Expected standard at the end of Nursery)

(Expected standard at the start of Reception)

11 40-60 Dev

12 40-60 Sec / Emb

13 ELG (expected) (Expected standard at the end of Reception)

14 (exceeding)

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Progression: Year 1 – Year 6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

1 Entering

1 Entering+

1 Developing

1 Developing+

1 Secure

1 Greater Depth 2 Entering

1 Greater Depth+ 2 Entering+

2 Developing

2 Developing+

2 Secure

2 Greater Depth 3 Entering

2 Greater Depth+ 3 Entering+

3 Developing

3 Developing+

3 Secure

3 Greater Depth 4 Entering

3 Greater Depth+ 4 Entering+

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4 Developing

4 Developing+

4 Secure

4 Greater Depth 5 Entering

4 Greater Depth+ 5 Entering+

5 Developing

5 Developing+

5 Secure

5 Greater Depth 6 Entering

5 Greater Depth+ 6 Entering+

6 Developing

6 Developing+

6 Secure

6 Greater Depth

6 Greater Depth+

Please note that colour coding indicates end of year expectations: red – working well below age related expectations (ARE), yellow – working below ARE, green – working at

ARE, blue – working above ARE.