Grange Assessment Policy

Assessing and supporting your child’s Progress at Grange First School

 To ensure that every child makes the very best progress in their learning during their time at Grange First School, we use a range of assessments to track learning and to ensure our teaching and provision  matche the needs of individuals, groups and classes.  We aim to ensure that accurate, meaningful assessment ensures that all of our children are able to make excellent progress in their learning.

Finding out more about your child’s learning

A key part of our assessment approach are the learning conversations between school and home. Grange First welcomes parents at all times to discuss the learning and progress of their child.

 Website

On the website you can download our key assessment sheets, the Grange Assessment Policy and our maths and reading objective sheets for each year group.

In School

Coffee Mornings, Drop-ins and workshops from Nursery to Year 4 have a curriculum focus and allow teachers to discuss and explain the expectations of the National Curriculum.

Feedback to Parents’/ Family consultations

Family consultation evenings take place in the autumn and spring terms. We welcome parents to come and talk to us about their child’s learning at any time. Curriculum workshops and drop-ins are held to ensure parents have a clear understanding of the curriculum demands, to talk about how children can be helped at home and to ensure they have a clear idea of how their child’s learning compares with national expectations. At Parent consultations teachers use the Assessment Statements to report back to parents orally and with a written report focussing on key areas of success and next steps.

 Reports to parents

At the end of each year, families will receive a full report detailing progress and achievements across the curriculum. Parents are informed about where their child is against national expectations in all subjects. Parents/Carers are encouraged to provide feedback to the school.

 Inclusion/SEND and Disadvantaged Pupils.

Grange is an inclusive school and we work hard to meet the needs of all our children. Class teachers are responsible and accountable for the progress and development of all pupils in their class. Our assessments are used to target support and interventions where and when needed, including additional support in a classroom. On a termly basis our Inclusion and Interventions team, including the Deputy Head and SENCO, meet to look at the progress of individuals and of groups. Where a child is not making the expected progress the class teacher will work alongside the SENCO, parents and external agencies) to create Individual Learning plans and tailor support. These are reviewed with the child and parents termly.

The role of our pupils in our assessment policy

A key part of our formative assessment is listening to, talking with and observing our children. On a termly basis we formalise these conversation through our Pupil Progress Days. In Yr 1 to Yr 4 Teachers work with small groups of children using our Pupil Progress Sheets to support children in identifying areas of strengths and weaknesses, set targets and next steps and to inform assessment judgements.

Aims of the new National Curriculum: The new National Curriculum of 2014 removed the existing levels and asked schools to develop new Assessment Without Levels systems.  The school welcomed the changes in the National Curriculum in 2014 and saw it as an exciting opportunity to review our assessment and reporting systems to create a more holistic approach that is clearer for children, teachers and parents.

 The Purpose of Assessment at Grange First School: Children’s progress is closely monitored at Grange in order that we can provide the best possible opportunities and highest levels of support for all children. All assessment activities aim to ensure that the children are able to make excellent progress in their learning whilst taking into account the needs of individual children.

The aims and objectives of assessment in our school are:

  • to ensure teachers and teaching teams  have in-depth knowledge of a child’s learning throughout the curriculum and are able to plan and deliver teaching that accurately reflect the needs of each child
  • to enable our children to demonstrate what they know, understand and can do in their work and to help them to understand what they need to do next to improve their work;
  • to provide regular and precise information for parents that enables them to support their child’s learning
  • to support whole school strategic planning that responds to the needs of classes, group and individuals
  • to form a part of  accountability data allowing the school and partners to compare attainment and progress against national standards.

 

When and how do we assess? 

Day-to-day in-school formative assessment

In-school formative assessment is an integral part of teaching and learning.  It must be meaningful and make a positive difference to the progress and attainment of individual children. It allows teachers to understand pupil performance on a continuing basis. It enables teachers to identify when pupils are struggling, when they have consolidated learning and when they are ready to progress. This ongoing assessment allows teachers the chance to make an immediate difference ‘nudging’ a child forward towards a learning objective. In this way, it supports teachers to provide appropriate support or extension as necessary. It also enables teachers to evaluate their own teaching of particular topics or concepts and to plan future lessons accordingly. High quality formative assessment supports our highest expectation of every child. We know children do not have fixed abilities and our ongoing assessment supports opportunities for all. Formative assessment is primarily recorded in a way that reflects its’ purpose; through annotated planning, teacher notes, marking, records of quizzes and mini-tests.

Summative Assessments

At Grange we have identified key points in the year (November, March and July) to review children’s learning. Teachers use evidence gathered from on-going (formative) assessment to make a judgement about a child’s learning in Reading, Writing and Maths. By reviewing the school assessment statements the teacher makes an overall judgment of the child’s current progress towards end of year objectives. These are recorded on the schools tracking system and form the key part of Pupil Progress Meetings with the teacher and the Senior leaders.

  In-school summative assessment provides pupils and parents with information about how well they have learned and understood a topic or course of work taught over a period of time. It is used to provide feedback to children and parents on how they can continue to improve.

A summative document will be produced each term for English reading, English writing and maths. This will be based upon the assessment statements for each subject.

Nationally standardised summative assessment

Nationally standardised summative assessment provides information on how pupils are performing in comparison to pupils nationally and holds the school to account. We assess and report;

  •          EYFS Baseline Assessment and Early Learning Goals
  •          Year One phonics check
  •          KS1 SATS

  Assessment Without Levels at Grange

Staff at Grange have worked together and alongside partner schools to develop an assessment system that takes into account the criteria of the new National Curriculum, whilst providing a new focus on mastery. Assessment takes into account children’s strengths as well as areas where they need support.

 In Key Stage 1 and Key Stage 2 we judge a child’s attainment and achievement using 5 key standards: 

We use the tracking to check how well pupils are making good progress towards meeting or exceeding the expected standards for their age. Children are judged as Working Towards the expected end of year standards

Emerging (1) Developing (2)   Working within the expected end of year standards

Securing (3)  Expected/Mastery (4)    Working at depth within the expected end of year standards

Working at Depth (5)    *For full details see our assessment policy