‘Overall the purpose of assessment is to improve standards, not mearly to measure them’ (OFSTED 1998.)Why assess?At Worsbrough Common and Rising Stars we assess to ensure that children make good progress in their learning, inform future planning, and ensure that children are meeting age appropriate expectations. It also provides children with an opportunity to celebrate their own achievement and progress. It provides data and information to support teacher’s judgements when feeding back to parents, head teacher, SENCO and other agencies.

How do we assess?We assess in a range of ways.Formative (ongoing AFL). This informs teachers planning and opportunities should be made when planning to include assessments and assessment for learning. Teachers should use a range including peer and self assessment (also see feedback policy). These might be evidenced by discussion or observations with notes taken, a photograph, children’s work, results of tests. Formative assessments are to be recorded on INCERTS at regular intervals and to be used to inform planning and identify gaps which need to be addressed. (Also see the assessment timetable)

Diagnostic finding out what knowledge, understanding or skills are not properly learned and are therefore preventing progress.Summative (see appendix - assessment timetable). The level a child has reached at a set time. Used to assess progress over time. A quality marked piece of work is assessed using APP 3X yearly, with children’s next steps identified (this will also inform targets) and progress recorded on INCERTS. Children complete a SATs test for reading, writing and maths in the Autumn and Spring term. Speaking and listening is assessed and recorded on INCERTs. Formal Summative assessments take place at the end of key stage 1 and 2 in May. Children complete SATs in reading, writing, maths. Optional SATs take place in years 3,4 and 5, for reading, writing and maths. Science will be assessed using teacher assessments, and recorded at the end of a teaching block on INCERTS. (See assessment timetable and proving and improving calendar). Thrive assessments will take place across children’s centre and school as required.In year 1 the phonics check is completed and results sent to parents in the summer term.

Assessment in Communication and interaction resources provision (CIRP)Assessment will be ongoing through teacher assessments, using observations and activities. A child accessing resource can access SAT’s along with their peers if the lead teacher advises that this is appropriate. The lead teacher will meet with class teachers to discuss progress in speaking and listening, reading, writing and maths. These moderation meetings will take place once per term per child. Levels will be reported at the end of each term. Progress will be reviewed in Pupil progress meetings.

Assessment in the children’s centreOn entry assessments take place within 3 weeks (depending on the sessions attended). Observations take place regularly and are recorded on 2 simple. These observations are to be used to inform future planning. Progress will be recorded on 2simple. Assessment conversations will take place each term. CC profiles will be moderated by day care lead, senior early years practitioner and key workers. The 2 year check is completed the term before a child leaves the setting. A report is completed for each prime area and photos attached for parents. (See appendix) This is shared with parents at parents evenings.

Assessment in Foundation stage.In EYFS children are assessed against all areas of learning as specified in the framework. Observation will take place regularly and as appropriate and will be used to support teacher’s judgements. The observations will be recorded on 2simple. (See 2simple protocol sheet). The children’s progress will be recorded on cohort trackers and saved on teacher shared. Assessment conversations will take place each term. (See appendix for observation sheets.)Moderation meetings to be held regularly (see the timetable) looking at F1/F2 Profiles. Cross setting moderation meetings will be held regularly, moderating CC F1 and F2 and where possible an external practitioner will be invited to attend.In Foundation 1 and 2 children are assessed against age bands and in F2 against the foundation stage profile. This is reported to parents along with their characteristics of learning.

Worsbrough Common Primary School Rising Stars Children Centre.

Policy for assessment, recording and reporting.

Evidence and records Evidence is collected to support the judgements of staff for formative, diagnostic and summative assessments, evaluate curriculum provision and learning experiences. To provide information for other staff in school and parents.

Levels are recorded on SIMs Assessment manager. IEP’s are recorded on Teacher Manager. Children’s levels are recorded on individual trackers along with dispositions and attitudes for learning. Progress and evidence will be recorded on INCERTS and 2Simple.Electronic cohort files are stored securely on the school network.

Tracking progress and identifying next steps.Termly analysis of children’s progress will take place. Data will be analysed using Assessment manager. Assessment conversations / pupil progress meetings to discuss progress will be held termly to identify groups and next steps including any necessary interventions. These assessment conversations will take place with the teacher, assessment co-ordinator and SENCO.Children’s individual trackers will be updated each term and shared with parents. (See appendix for example).It is expected that children will make a minimum of 3 Average points progress, 2 for SEN children, over the academic year.

The expected level of attainment throughout school is as follows:-Year Expected Level of Attainment upon exit from the year groupYear Group Expected National Curriculum Level of

attainment upon exit from the year group

To be considered as G&T

End of the Foundation Stage Profile expected exceeding

Year 1 1B 2b +

Year 2 2B 3b +

Year 3 2A/3C 4c +

Year 4 3B 4b +

Year 5 3A/4C 5c +

Year 6 4B 5a +

Reporting Parents and carers have opportunity to meet with the class teacher each year in formally held parents evenings. Parents also know meetings can be arranged with teachers should they wish to discuss their child in between formal parents evenings. Parents evening will be held in the Autumn term.A full report is provided for parents and carers once a year for each child. Reports will be sent to parents in the second half of the summer term using the agreed format (See appendix) The report provides detail of the progress, attainment and achievement . The report details learned skills, concepts and knowledge learned and targets for improvement including an indication of whether the child is below, at or above the expected level for their age for Literacy, Numeracy and Science. Attendance is also indicated on the report. In the progress section progress will be measured against points progress in the current academic year: 1 Above (children get 1 if they have made 4 points or more progress over this academic year). 2 Expected (children making 3 points progress). 3Less than expected (Children making less than 3 points progress).

This policy will be reviewed in September 2015 This policy links to the following policies: Learning and teaching, Curriculum, Feedback, inclusion, SEN.