Assessment

 

Assessment at Sayes Court

Assessing Without Levels

The DfE announced that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils.

We have spent a long time researching various different methods of assessing pupils, and we wanted to ensure that we told the story of the amazing progress our children make from their individual starting points. By looking at various commercial and Babcock supported materials almost all of the systems used the same format, which was similar to the system used in the Early Years and Foundation Stage. This was to take the end of year expectations for each year group and to split this into 3 categories as follows:

  • Emerging (Working Towards) — yet to be secure in the end of year expectations.

  • Expected (Working At) — solidly secure in the majority of the end of year expectations.

  • Exceeding (Greater Depth)- secure in almost all or all the end of year expectations and able to use and apply knowledge and skills confidently

Under the old levels system children who were secure might have moved into the next level. The DfE now want children who are in the secure bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills.

They are calling this phase of learning ‘Mastery and Depth’. Only exceptional children will move into working towards the end of year expectations from the year above.

So how will this look at the end of each Key Stage?

Key Stage 1

It is the expectation at Sayes Court Primary the vast majority of children will meet national expectations at the end of Year 2 or KS1 and that a number of children will exceed these.  Those achieving national expectations will achieve Working At and those children exceeding expectations will achieve Greater Depth.  Children who do not achieve Working At or Greater Depth will achieve Working Towards. Some of these children will have special educational needs.

Key Stage 2

It is the expectation at Sayes Court Primary the vast majority of children will meet national expectations at the end of Year 6 or KS2 and that a number of children will exceed these.  Those achieving national expectations will achieve Working At and those children exceeding expectations will achieve Greater Depth.  Children who do not achieve Working At or Greater Depth will achieve Working Towards. Some of these children will have special educational needs.

P-Scales

In line with national guidelines we will continue to use p-scales for children with SEND.  These are the stepping stones to be achieved before aiming for the Year 1 expectations.

Assessment Tracking Systems

After investigating many different Assessment & Tracking systems, we decided to develop our own Excel model for tracking attainment and progression in accordance with the new national curriculum and based on the guidelines set out above from the DFE guidelines.

We have developed a system which is able to track all children from their individual starting points in terms of progression and attainment. Each class has a workbook displaying the Stepping Stones which children need to achieve the Key Performance Indicators (KPIs) for each year group in Reading, Writing and Mathematics.

At the start of the academic year baseline assessments are carried out and children are given a predicted target for the end of the year using the KPIs for each year group as a benchmark. High expectations and the belief that all children will achieve and succeed is the norm at Sayes Court Primary.

The assessment of KPIs takes place throughout each term. Teachers organize the Stepping Stones and KPIs within their Medium Term Planning and these are then shared with the children and presented in the relevant work books to be used as an assessment for learning tool. Each child will have targets set against the relevant KPIs in their books and throughout the term evidence is collected and dated to show that a child has achieved selected Stepping Stones and thus KPIs.

In both KS1 and KS2 we have a focus on ensuring that children reach Working At in all three of the core subjects:  Reading, Writing and Maths.

Formative and summative assessments are of paramount importance. At the end of each term each child will sit a formal assessment to validate the teacher’s professional judgment. Throughout the year teachers upload assessment data onto the class excel workbooks and continually monitor how each child is progressing so no child is left behind.

Parents are informed of children’s progress and attainment through regular progress evenings and half termly Snapshot Reports. The Snapshot Reports inform parents of their child’s attendance, their predicted target and their half termly score. They also comment on any interventions a child has attended and the impact of the intervention. Further to this the Snapshot Reports also include a grade for Behaviour, Attitudes to Learning and Presentation.

Snapshot

Moderation within school and across the Bourne Education Trust takes place on a regular basis. Children’s work is analysed and standards files are being created to display examples of writing at  Working Towards, Working At and Greater Depth  in each year.

Assessment Cycle

The DfE have recently released Exemplification Materials for Reading, Writing and Maths at the end of KS1 and KS2, which can be viewed by clicking here