Assessment We have a responsibility to provide learning experiences that…..give every child the opportunity to succeed. How children are assessed at Newdale Primary School and Nursery. At Newdale Primary School we have created our own assessment system, which closely mirrors the Department for Education system for measuring the progress that the children make by the end of their time at our school. At Newdale, children learn by connecting new knowledge with existing knowledge. They develop fluency (substantive knowledge) and apply their knowledge as skills (disciplinary knowledge). Content is broken down into components and sequenced in a logical progression. Teachers assess children across the curriculum based on whether they know more, remember more and can do more. Assessment in the foundation subjects is also a high focus for us at Newdale. We assess pupils’ skills across the curriculum so that we can ensure that our children have the best possible foundations to build on. Aims of assessment at Newdale To maximise pupil achievement To ensure quality-first teaching focuses on children’s individual needs To provide an appropriate curriculum for all children To ensure that pupil progress and attainment is tracked effectively To ensure swift and effective identification of learning interventions where needed Effective assessment for learning will involve: Sharing learning objectives – so children know clearly what they are learning in a language suitable to their age and stage Identifying success criteria – which will make the children effective, independent learners Questioning – to identify children’s understanding and address misconceptions Observation – monitoring children’s learning and progress Discussion – in a variety of individual, paired or group situations Oral feedback – informing the children throughout the lesson of their progress and feedback on future learning Marking and feedback – please refer to the Feedback Policy Peer assessment – children assessing the work of their peers Self-assessment – children assessing their own work Target setting – clear personalised targets for every child Objective sheets – whole year overviews showing the essential knowledge for each child per year, fixed at the back of core books Tracking – effective monitoring of children’s progress to help with the allocation of staff and resources Pupil Progress meetings – class teachers will meet regularly with the appropriate SMT member to discuss the progress of each child in their class/target group. We use a range of Assessment Types Retrieval practice – allowing children to demonstrate how much they know and understand Formative – informing the planning process of the next steps to learning Summative – measuring pupil performance and achievements at a particular stage Nationally standardised summative assessment – measuring pupil attainment and progress against own targets, national targets and their peers Evaluative – making judgements about the effectiveness of learning and teaching – this is an ongoing process At parents’ evenings, teachers will discuss your child’s attainment and progress in the following terms: Working towards age-related expectations Working at age-related expectations On track to achieve age-related expectations Working above age-related expectations with breadth and depth At the end of the year, the written report you receive from the teacher will report the attainment outcomes and the progress which your child has made over the course of the academic year. Formative assessment Formative assessment is the powerful, everyday tool that our teachers use to make professional judgements on progress and attainment. It can take several forms: Marking of pupil work in books Carrying out observations of pupils at work / practical activities Targeted questioning as part of a lesson Content tests in maths Chance to Shine independent writes Short topic/ theme quizzes Self-assessment using Steps to success sheets. Checking pupil work for progress and advances in attainment. Summative assessment Summative assessment is used at Newdale to bring all the professional, formative judgements of a term / year together. This can take the following forms: End of term assessments End of topic / unit assessments NFER tests for non- SAT year groups Statutory testing At the end of the EYFS stage (Reception classes, when your child is 5), they will be assessed against the EYFS curriculum to see whether they have met the requirements to be awarded the Good Level of Development (GLD). This covers areas such as Reading, Writing, Number, Making Relationships and Physical development. This will be reported back to you in your child’s end of year report. At the end of Year 2, (when your child is seven), they complete formal Reading, Spelling, punctuation and grammar, and Maths tests. These tests are produced by the Government and marked by our teachers. Writing is assessed by teachers using evidence of independent writing across the curriculum, according to standards produced by the Government. The results are reported back to you in your child’s end of year report. This report will inform you if your child has met the age related standard for children in Year 2. At the end of Year 6, (when your child is eleven), they complete formal Reading, Spelling, punctuation and grammar, and Maths tests. These tests are produced by the Government and marked by external markers. Writing is assessed by teachers using evidence of independent writing across the curriculum, according to standards produced by the Government. The results are reported back to you in your child’s end of year report. This report will inform you if your child has met the age related standard for children in Year 6. For more information, please ask your child’s teacher, read our assessment policy or use the links for additional information.