Records and Assessment

 

1         Introduction

 

1.1      We believe that effective assessment provides information to improve teaching and learning. We also believe that assessment is neither wholly formative, nor wholly summative but embedded in the classroom. Regular written and verbal feedback from peers and teachers are given based on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We keep parents informed of their child’s progress through parents’ consultation evenings, where we provide and discuss targets specific to each child. Written reports are issued each term. This ensures that teachers, children and parents are all working together to raise standards for our children at all levels.

 

2         Aims and objectives

 

2.1      The aims and objectives of assessment in our school are:

·         to enable our children to demonstrate what they know, understand and can do in their work;

·         to help our children honestly evaluate their work and understand what they need to do next to progress;

·         to provide focus groups in KS2 maths and English lessons daily

·         to allow teachers to plan work that reflects the needs of their pupils appropriately;

·         to provide regular information for parents, distinguishing between effort and achievement, enabling them to support their child’s learning;

·         to provide the Head of Prep and Governors with information that allows them to make judgements about the effectiveness of the school.

 

3         Planning for assessment

 

3.1      We use our school’s policies on the Curriculum and Teaching and Learning to inform our teaching practice. The Staff Handbook and Parents’ Handbook set out the aims, objectives and values of our school and we broadly follow the National Curriculum in conjunction with our cultural subjects.

 

3.2      We use large elements of the National Literacy Strategy, National Numeracy Strategy and the national schemes of work produced by QCA and other supplements to support our teaching. We use the assessment guidance in these schemes to help us identify each child’s level of attainment – by way of the termly exams in Years 3-5 Optional SATs papers in Maths and English.

 

3.3      We plan our lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of the children in each class. We strive to ensure that all tasks set are appropriate to the level of ability of the group or class.  We also assess informally through observations and work completed to make changes for the next lesson.

 

3.4      Through informal SATs in Year 2, and mainly in Years 5&6, our planning

           reflects preparation for 11+ Scholarships, the Common Entrance Exam and KS2 SATs (Standard Assessment Tests).

 

4   Assessment

 

4.1      We recognise various methods of assessing a child’s learning. The type of assessment that we make varies from subject to subject.  Throughout the school, formal exams are undertaken three times a year from Years 3 to 6.  Assessment undertaken is formative and summative, through observations, oral replies to questions, and through assessment from end of topic tests and exams.

 

4.2       Year 2 pupils sit informally, the KS1 SATs exams annually in May. We do not make these results known to the parents or wider community; instead we use the information to ascertain where to provide support and extension for our pupils.

 

4.2.1     From the moment the children enter Year 6, we have formal exams which are ongoing.  Also, Year 6 students sit Common Entrance exams in January, and also National SATs Tests in May in English and Mathematics the core subjects including test selected pupils on the advanced Level 6 KS2 SATs papers for pupils above the national norm in England.

 

4.2.2     PIPS: InCAS Online Assessment (Performance Indicators in Primary Schools: Interactive Computerised Assessment System) is given across the school in the Summer Term by Years 1 to 5.

 

4.3       CATs (Cognitive Ability Tests) are commenced in the Autumn Term by Years 3, 4, 5 and 6.

 

4.4       NFER (National Foundation for Educational Research) maths and reading assessments are commenced in the Spring Term

 

4.5      NGRT (New Group Reading Tests) reading assessment is undertaken in Years 1-6 at the beginning of each term. We are regularly asked to pilot NGRT updated assessments.

 

4.6      In the Foundation Stage, assessment and progression are recorded in the Learning Journey of each child. The progression through the Development Matters of the seven Learning Areas is noted with supportive and cross referenced evidence.The evidence is both teacher-initiated, e.g. the summative and formative assessments, and child-initiated, e.g. the focussed observations/ photographs of the child during play. By the end of the Reception year, the Early Years Foundation Stage Profile (EYFSP) is filled for each child and the scale points are sent to DfE, via the Local Authority.

 

4.7      Parental Workshops in Maths, English and the Foundation Stage Learning areas are held annually to raise the profile and standards of support given by our parents each year.

 

4.8       An education committee meets half termly throughout the year ensuring the good practise and common objectives are met throughout both schools.

 

4.9      The Prep School enters into annually a wide range of national and global competitions raising the standards for our pupils. Spellathons, Readathons, Timestables Blitz, Public Speaking Competitions, Primary Maths Challenge, Junior Maths Challenge and the World Spelling and maths days along with a stimulating variety of lunch and after school clubs

 

5         Record keeping

 

5.1      We believe that it is necessary to keep a formal record of assessment across the school and subject areas.

 

5.2      The school has a designated Records and Assessment coordinator. It is the role of the coordinator is to ensure all class tests and exam scores are entered on the schools’ shared area. Copies of these marks are also included in the class files, which transfer with the class to their next teacher. Alongside these records individual class overview sheets and class profiles are maintained and presented at the end of year handover meetings between the current and new class teacher.

 

5.3      As a result of these assessments and scores, analyses are made which informs teachers’ future planning. All records kept on the shared area are observed by the class teacher, the Records and Assessment co-ordinator and the Head of Prep to ensure all children are monitored and supported to achieve their full potential.

 

6         Reporting to parents

 

6.1      In addition to termly reports, we have a range of strategies to keep parents fully informed of their child’s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child’s work.  Parents are also able to do this through the use of the school diary, writing notes, and by phoning the office to make an appointment. The Head of Prep and core subject coordinators issue regular letters with curriculum guidelines which keep parents informed of ways to assist their children’s learning. The summary letter, issued in September each year, provides further information about planning and assessment.

 

6.2      Each term we offer parents the opportunity to meet their child’s teacher. At the first meeting of the school year in the Autumn Term, the class and specialist teachers meet the parents informally to discuss areas of strength and those for further development. Targets are given to pupils to work on areas of improvement. This process enables the teacher and parents to strengthen their partnership, enabling them to work together for the good of the child. Alongside these initiatives we also host an annual Parents’ Information Evening at the beginning of each academic year which provides an opportunity for the parents to meet with the teacher to discuss routines, expectations and timetables.

 

6.3      Written reports are given at the end of every term. In these reports we state what the child can do and provide targets for future learning. The Spring Term report includes a self-evaluation completed by the pupil. We write individual comments on all subjects of the National Curriculum, including Gujarati, Religious Studies, Performing Arts and French.

 

6.4      Meetings between parents and the class teacher (Head of Prep when necessary) are held for those who require or need support.

 

7         Pupil Self Evaluation and Pupil Targets

 

7.1      Children in KS2 are encouraged to record personal exam targets three times a year before their termly examinations. A duplicate target card is kept at home in order for the parents to track and encourage their children too.

 

7.2      Children from Year 1-6 complete traffic lights emphasising whether they have understood and met the learning objective. Furthermore, they also record either, I can, I am or I know statements at the end of their written work as a measure of success from the lessons they receive.

 

8         Monitoring and review

 

8.1      The Head of Prep School together with the Records and Assessment coordinator share the responsibility for monitoring the implementation of this policy, the school’s action plans, the school’s self evaluation form and the school’s self improvement plans.

 

8.2      Our Governing Body’s Link committee is responsible for monitoring the progress of our pupils. Annual Governors’ Report. The Head of Prep, together with the staff, reviews this policy every two years or as needed.

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" The heart of Education is the Education of the heart, of the mind and of the spirit. "
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