1.
To provide information to identify and support the next steps in learning and inform planning for improvement or progression.
Assessment Policy
At The Light School, we are committed to creating a quality teaching and learning environment with high achievement as our aim. We recognise that not all worthwhile things can be formally measured and therefore we celebrate all achievement.
Aims of Assessment at The Light School:
2.
To track individual progress.
3.
To gather information about the attainment of individual children, groups and cohorts so that it can be used to inform target setting.
4.
To analyse the performance of groups and cohorts of pupils to identify priorities for school development.
Assessment consists of two main areas:
ASSESSMENT FOR LEARNING
This is an integral part of the teaching and learning process at The Light School. It includes:
Formative Assessment
Formative assessment – the information gained ‘forms’ or affects the next learning experience.
Diagnostic Assessment
Diagnostic assessment – finding out what attitudes, knowledge, understanding, or skills are not properly learned or acquired and therefore preventing pupils making the expected progress.
Evaluative Assessment
Evaluative assessment – informing the strategic planning and direction of the whole school by evaluating the impact of planning, teaching, and the curriculum on pupils’ achievements.
ASSESSMENT OF LEARNING
This includes all formal tests and examinations and enables teachers and senior managers to identify the needs of pupils, set realistic targets and identify trends.
Summative
Summative – systematic recording of information, which leads towards a summary of where the pupils have reached at a point in time. This is an essential tool for identifying what has been learned in terms of both attainment and achievement.
Our Principles for The Use of Assessment
For any type of assessment to have an impact on learning, we feel it must be:
Positive
Manageable
Useful and used
Consistent
Assessment must also engage the pupils in their own learning process and self-assessment is an essential part of this. Therefore we aim to:
- Gain as full a picture as possible of the standards children are attaining and the progress they are making.
- Allow children to have the best opportunities to show what they know, understand and can do, in a familiar, supportive environment.
- Assess through observing and talking to children; presenting children with new challenges and consolidating old ones, so that they are made aware of individual progress and so that they can develop strategies to overcome weaknesses in their work.
- Ensure that planning is led by learning objectives and differentiated for learning.
- Use assessment information to inform future planning.
- Plan assessment opportunities carefully across the curriculum and throughout the year.
- Ensure that standards are consistent between colleagues within the school and comparable in a wider context, through regular moderation.
- Ensure pupils receive regular feedback to support their learning – this can take place via self-evaluation, verbal and written feedback within a lesson or during a planned feedback session.
- Gain evidence of learning from the process as well as the outcome.
- Inform parents and carers of their child’s progress at key points in the year and more frequently, if appropriate.
Strategies for Assessment
In order for assessment to play a more constructive role in the learning process and to genuinely promote life- long learning, pupils need to be actively involved. This will include:
Feedback
Typically, feedback (both written and oral) has two main purposes:
1.
To praise and motivate: positive feedback reinforces and supports good performance, increasing confidence and self-esteem, encouraging children to continue working at that standard.
2.
To support improvement: feedback will identify specific learning needs and address how to improve. It supports learners in moving on from their current performance to meeting the desired learning outcomes.
Feedback expectations:
- It is appropriate to the task and accessible for the pupils.
- It helps to identify misconceptions.
- It is focused and prioritised.
- It is planned for and integral to teaching and learning.
- It takes place quickly so that pupils remember the context (either within the lesson or at the start of the next lesson).
Targeted Teaching
Some pupils have individual learning targets they are working towards. These have been shared by teachers and teaching assistants.
Pupils identified as having Special Educational Needs and/or Disabilities (SEND Support) have their own SEND Support Plans which detail individualised targets and intervention strategies to support their learning at school. These are also shared with parents.
Tracking Pupil Progress
Using data from ongoing assessment and tests, we track the progress of all pupils in English and Mathematics. We also use this data to set targets for all pupils and to identify groups and individuals who require support or specific intervention work.
In some cases, we will track progress across the school through analysis of assessment information, work scrutiny, pupil discussion and teacher dialogue. We may also collect portfolios of work as exemplar material of age-related expectations.
Sharing Assessment Information
Reporting to Parents
Annual reports to parents will identify gains in skills, knowledge and understanding, together with an outline for the next steps in learning.
Reporting to Trustees
The principal will report to the governing body/trustees on standards and school improvement – including analysis of attainment and progress data – on a termly basis.
Recording Attainment and Tracking Progress
Pupil Performance Trackers must be completed and submitted at the end of each term. (Exact dates are given to staff on the first teacher training day or after school meeting of the academic year.) This tracking strategy shows each pupils’ attainment and progression across the year from their baseline.
To support this, teachers need to track progress next to outcomes on an ongoing basis to ensure they can give an accurate attainment grade at the end of each term. End of learning outcomes for subjects need to be displayed in classrooms for use by the teacher as well as for leadership monitoring.
Before the end of each term, Pupil Performance Meetings will take place with the class teacher, Teaching and Learning Leader and the Headteacher/s (and SENCO where applicable).
During the meeting, the attainment and progress of all pupils’ shown on Pupil Performance Trackers will be reviewed where the class teacher is then able to provide a more holistic overview of the data. This can offer valuable insight into any concerns for pupils in terms of their ability or progress which may generate a conversation regarding any challenges the pupil may be facing and provide the opportunity to explore for possible barriers such as SEN, wellbeing, external influences, etc. From this meeting an agreement can be made on targets/next steps based on the pupils’ individual needs and support can be allocated for the pupil and/or teacher where applicable.
Early Years Foundation Stage (EYFS)
Assessment in the EYFS is about observing what the child knows and demonstrates they can do and the class teacher being able to discuss confidently and knowledgeably the child in their learning journey. It is not about compiling a large amount of data and should not take teachers away from the children for long periods of time.
The learning and development of each child is continually assessed against all seven areas of the statutory EYFS Statutory Framework throughout the year using the Development Matters guidance. Observations and independent outcomes, both adult-initiated and child-initiated, of each child help to inform the class teacher’s judgments and planning. Each child has their own learning journey folder where their recorded observations and learning outcomes (photographs and/or physical evidence such as artwork, writing, etc.) are collected.
Again, the gathering and storing of this evidence should not be onerous and class teachers are supported in recognising what evidence is useful to store. The general advice is to record or keep outcomes that demonstrate new learning and development to support judgments and to inform the class teacher of each child’s next steps.
Termly reports and Parents’ Evenings are held for parents of every child so that we can work together with families to form an accurate picture of every child’s learning journey. Towards the end of the year (mid-June) EYFS profiles are completed for every pupil in Reception and submitted to the local authority by 30th June.
Regular meetings take place between the class teacher, the Monitoring Teaching and Learning Leader and the Headteacher to monitor pupil’s progress. This takes place in the form of end of term Pupil Progress Meetings but may take place more frequently if needed. Where there are serious concerns relating to the prime areas, the teacher will telephone the parent(s) to discuss and suggest a meeting.
We liaise with the local authority experts in the EYFS field and our staff attend relevant training from time to time.
Primary Years
For pupils in Year One to Year Six, we use a combination of the Memoria Press curriculum and Core Knowledge UK as the basis for teaching in the primary years. From Year Three, pupils who are able will be put on the accelerated curriculum program. This does not strictly follow the National Curriculum, although we supplement it with elements of that curriculum where we feel it is appropriate.
We baseline test pupils at the start of the school year and test again at the end to measure progress and to set targets for the year ahead. Regular assessments are also carried out, usually by tests which are developed by teachers following consultation and moderation by experienced Memoria Press and Core Knowledge experts. Many schools are now using the materials and good practice has emerged, which we will continually draw upon. Regular assessments will occur including weekly spelling and Maths tests, comprehension activities, etc.
Testing and mastery awards give us a clear indication whether a pupil by Year Three is able to cope with the accelerated curriculum pathway.
Twice a year, parents receive a report by subject (English, Mathematics, Science, History and Geography, Art, Music, PE, RE, PSHE, IT, Christian Studies and, from Year Two/Three onwards, Languages. Reports show an effort grade (1-4, 1= Excellent, 2= Good 3= Satisfactory 4= Requires improvement) and an attainment grade (1-4) together with the teacher’s comments and a comment from the Headteacher. The effort grade is a teacher’s judgment based on the attitude to learning the pupil has exhibited, including demonstration of virtues such as perseverance, diligence and temperance. The attainment grade is the result of live testing that teachers witness during daily recitations and work completed along with tests at the end of units of work in subjects carried out during the year.
Regular meetings take place between the class teacher, the Monitoring Teaching and Learning Leader and the Headteacher to monitor pupil’s progress. This takes place in the form of end of term Pupil Progress Meetings but may take place more frequently if needed.
Where there are serious issues relating to either effort or attainment, the teacher will telephone the parent(s) to discuss and suggest a meeting.
Parents receive a more detailed end of year report with the same grades used.
