Moorside Community Primary Academy,
Back Lane,
Skelmersdale,
WN8 0BQ

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ASSESSMENT POLICY

Introduction

This Policy outlines the purpose, nature and management of assessment at Moorside Academy. Assessment is a continuous process integral to learning and teaching. It is how teachers gain knowledge of their pupils' needs, achievements and abilities, enabling planning and teaching to be more effective, thereby raising attainment for every child.

Aims

The aim of the policy is to give a clear outline of all assessment techniques at Moorside, to ensure that assessment is used as a tool to inform planning, to track pupil progress and to raise overall standards. It is also used to identify those children in need of intervention.

Roles and Responsibilities

Overall responsibility belongs to the assessment co-ordinator, who works with the Headteacher, the Senior Management Team and subject leaders. Class teachers and teaching assistants are responsible for assessment of the children in their care and subject leaders are responsible for monitoring assessment within their subject area.

The role of the assessment co-ordinator is to:

  • Contribute to the School Development Plan and School Improvement Plan by working in the Senior Management Team.
  • Lead school development in assessment.
  • Liaise with subject leaders.
  • Attend and lead INSET.
  • Provide support and guidance with assessment and keep up to date with current information.
  • Maintain pupil progress file and trackers by consulting with staff.
  • Highlight pupils making expected, low or no progress and those working below expectations.
  • Analyse results to identify attainment and progress made by pupils and for groups of pupils – SEN, EAL, FSM, Summer Born, AG&T and those children who have recently joined the school (Migration).
  • Report to governors.

Implementation

Assessment is a daily part of the life of the school. Informal assessment, through monitoring of children's work and understanding of concepts, are used by teachers to inform their teaching. More formal methods of assessment provide feedback on pupil progress and ensure a rigorous approach to curriculum delivery.

The purposes of assessment are:

  • To be formative, providing information for the teacher to plan the next steps in children's learning.
  • To be diagnostic, providing more detailed information about individual children's strengths and weaknesses.
  • To be summative, providing a snapshot of each child's achievement – these can be reported to parents.
  • To be evaluative, allowing the school and individual teachers to evaluate how effective their teaching is.
  • To inform the children to enable them to develop their learning.

All assessment outcomes, including test results, are used to evaluate current practice and to inform future planning.

Marking

Whilst marking work, teachers are assessing children's achievements and noting areas of difficulty. Marking is a crucial aspect of assessment, providing next steps for children to progress in their learning. Next steps marking can be seen through worked examples, further challenges and showing children where they can improve. Targets are set for children to work on in the next lesson or stage in their learning. Children must respond to the marking given by writing a response.

Assessment for Learning (AfL)

Assessment for learning in the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group 2002)

Assessment for Learning is a key part of our approach to teaching and learning at Moorside. Staff use success criteria marking, peer marking and peer and self assessment to involve pupils in their learning to inform them of their next steps. Marking should be against the learning objective and should identify successes and areas for improvement. AfL is also constantly taking place in the classroom through listening, discussions, talking partners and effective questioning, both by staff and the children themselves.

Assessing Pupil Progress (APP)

In 2008-9 the school introduced termly APP assessment in line with the guidelines in the Primary Framework. Termly assessment in reading, writing and maths are used on a sample of children across the ability range to assess progress and highlight gaps in teaching. In 2011 we introduced APP into Science. In both key stages APP and A+P is being used on the whole class in some subject areas and KLIPS are being trialled in classes for next years implementation (2015/2016). APP informs planning, enabling teachers to adapt the curriculum to meet the needs of the class more closely.

National Curriculum Assessments (SATs)

End of key stage NC assessments (SATs) are used to monitor children's progress and to identify strengths and weaknesses in curriculum delivery. SATs are analysed by subject leaders and class teachers to inform the delivery of individual subjects. Children in Years 3, 4 and 5 take the optional SATs papers in English and Maths. Pupil progress across the school, from Y1 to Y6, is tracked using a tracker. Staff are expected to analyse the results in consultation with the assessment co-ordinator and Headteacher in termly pupil progress meetings. Information is then analysed further by the assessment co-ordinator and passed on to relevant subject leaders.

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WHOLE SCHOOL ASSESSMENT – MOORSIDE CP ACADEMY 2013-2014

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  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
POD Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes
Nursery Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes Development Matters & Ofsted Early Outcomes
Receptiion PIPS (baseline), Development Matters, Ofsted Early Outcomes & Phonics Development Matters, Ofsted Early Outcomes, Phonics & Running Records Development Matters, Ofsted Early Outcomes & Running Records Development Matters, Ofsted Early Outcomes, Phonics & Running Records Development Matters, Ofsted Early Outcomes & Running Records PIPS, Development Matters, Ofsted Early Outcomes, ELG’s, Phonics & Running Records
Year 1 A+P Reading, A+P Writing, APP Maths, Phonics & Running Records A+P Reading, A+P Writing, APP Maths, Phonics & Running Records A+P Reading, A+P Writing, APP Maths & Running Records A+P Reading, A+P Writing, APP Maths, Phonics & Running Records A+P Reading, A+P Writing, APP Maths & Running Records A+P Reading, A+P Writing, APP Maths, Phonics & Running Records
Year 2 2005 SATS TESTS L2/3, A+P Reading, A+P Writing, APP Maths, Running Records & Phonics A+P Reading, A+P Writing, Running Records & Phonics 2005 SATS TESTS L2/3, A+P Reading, A+P Writing, APP Maths & Running Records A+P Reading, A+P Writing, Running Records & Phonics 2005 SATS TESTS L2/3, A+P Reading, A+P Writing & Running Records A+P Reading, A+P Writing, Running Records & Phonics
Year 3 Year 2 SATS Tests (2009), A+P Writing & A+P Reading A+P Writing & A+P Reading 2003 optional SATS tests, A+P Writing & A+P Reading A+P Writing & A+P Reading 2006 optional SATS tests, A+P Writing & A+P Reading A+P Writing & A+P Reading
Year 4 Year 3 SATS Tests (2009), A+P Writing & A+P Reading A+P Writing & A+P Reading 2003 optional SATS tests, A+P Writing & A+P Reading A+P Writing & A+P Reading 2006 optional SATS tests, A+P Writing & A+P Reading A+P Writing & A+P Reading
Year 5 Year 4 SATS Tests (2009), A+P Writing & A+P Reading A+P Writing & A+P Reading 2003 optional SATS tests (Y5), A+P Writing & A+P Reading A+P Writing & A+P Reading 2006 optional SATS tests (Y5/2013-Y6), A+P Writing & A+P Reading A+P Writing & A+P Reading
Year 6

Y6 SATS - 2011

Y6 SATS - 2012

Y6 SATS - 2013

Y6 SATS - 2014

Y6 SATS - 2015

XXXXX

Y1, Y3, Y4 and Y5 subject to change due to changes to new National Curriculum –KLIPS TRIALS – Writing / Reading Y4 and Y1 and Maths Y1, Y5 and Y3.

Foundation Stage

On entry to school in Reception children are assessed using PIPs, invigilated by the Reception Teacher and the Headteacher. Results are used to inform planning, set targets and aid in the early identification of special needs. Children are assessed four times a year to ensure that the next steps in learning are appropriately planned in order to help the children make progress. During their reception year, children are assessed using the Early Years Foundation Stage Profile (EYFSP), which is based on on-going observations and assessments in the six areas of learning. Each child's typical development and achievements are recorded in the profile. The Reception teacher meets with the assessment co-ordinator and Headteacher each term to ensure the monitoring of individual children's' progress, group progress, and intervention. The EYFSP scores for children are moderated externally once a year.

The EYFSP scores for each child are passed on to the Year 1 teacher, ready for the start of the next academic year, in order for a smooth transition into the National Curriculum, where relevant.

End of Key Stage Assessment

Year 2 and Year 6 teachers set a range of work to enable them to assess the children's attainment. Some of this work is carried out under test conditions so that the staff can assess the effect this has on the pupils and the children become accustomed to the process. Teachers use the results from this work and the information stored in their assessment folders to decide the children's NC levels. The year group teachers concerned make these judgements, with advice from other staff. Teacher assessment at KS1 can be moderated by the local authority. KS2 SATs are sent away to external markers. Internal moderation is used to validate teacher assessment across the school.

Trackers

In Reception the class teacher uses PIPs, which are a baseline for progress. The reception teacher assesses children every day using The Foundation Stage Profile, which is formally assessed four times a year. In Key stage 1 the first teacher assessment takes place in the autumn term of the new academic year. Teacher assessment in Y1 is crucial as it is another baseline for what the child should be expected to achieve at the end of Y2. At Moorside we expect children to make 1 sub-level progress in Y1 and 2 sub-levels in Y2 so that the children make a whole level progress in total from the Autumn term of Y1 to the end of Y2. Formal assessments in Y1 and Y2 take place in autumn, spring and summer and are recorded in a tracker. KS1 SATs take place in the summer term of Y2. In Key stage 2 formal assessments are made in each term as in KS1 and data is recorded in a KS2 tracker. We expect children in KS2 to have made 1 level progress from the end of Y2 to the end of Y4. By the end of Y6 we expect children to have made 2 levels of progress. In each academic year, we would expect children to make between 1 and 2 sub-levels progress. Currently SATs take place in the summer term of Y6 and are sent away to be externally marked. In both KS1 and KS2 all children have predicted levels based on their baseline and the tracker will automatically highlight those children making more than expected progress (green), expected progress (white) and below expected progress (blue). Groups are then subsequently analysed across school.

Intervention and its Impact

At Moorside we employ a range of techniques and strategies to use for Intervention. This can be wave 2 and wave 3 intervention in the form of small group work, e.g. ELS, to 1:1, e.g. boosting in Numeracy. We use intervention for those children who are slightly below and significantly below predicted expectations. From Reception to Year 6 each class teacher plans what intervention to use and who will deliver it in the form of an intervention map. This is shared with all those responsible for intervention. Each term, at pupil progress meetings, the intervention map is highlighted to show what has been successful and not successful. Action is taken on a new intervention map. Each class teacher is responsible for assessing the impact of the intervention in terms of progress and confidence of the individual and/or group. The assessment co-ordinator is responsible for analysing the overall impact of intervention at the end of each school year, which is shared with the Headteacher, subject co-ordinators, teachers, teaching assistants and parents.

Value Added Progress

At Moorside we not only measure progress in terms of age-related expectations (e.g Level 2 by Year 2 and Level 4 by Year 6) we also measure progress in terms of where the children started. Value added progress means that all children must make 1 level progress from Y1 to Y2 and 2 levels progress from Y2 to Y6.

Moderation

Moderation is important to ensure a consistent approach in assessment throughout the school. It is important that when teacher assessments are carried out, there is evidence recorded to justify the judgements made. Teachers will often share opinions informally with subject leaders and the Headteacher and other colleagues to clarify 'best fit' judgements or for statutory teacher assessments. Staff meetings and Key Stage meetings give opportunities for teachers to compare judgements and agree standards. Each half term writing in Years 1-6 is assessed using APP and moderated in staff meetings to provide next steps learning targets for improvement.

Target Setting

At the beginning and end of the academic year numerical targets (National Curriculum levels) in English and Maths are set for children in Years 1-6. Short term (next steps) targets in writing, reading and maths are set in Year 1-6. They are reviewed regularly and shared with parents.

Record Keeping

Records of end of unit assessments, formative assessments, SATs results, PIPs and teacher assessments are kept in the class assessment folders. The SATs results and teacher assessments are duplicated in the school's results/ trackers. Formal analysis by class teachers of reading, writing and maths are kept in a Pupil Progress file, kept in the Headteacher's office. This file also contains highlighted intervention maps showing the impact of intervention and the detailed analysis of whole class, groups and individual children completed by the assessment co-ordinator. APP assessments are kept in a separate folder and regularly monitored by the subject leaders. Reading records are kept for each pupil and used as a focus for development. Home school reading records are monitored regularly. The progress of children receiving extra support is monitored by the member of staff delivering the support. Teaching assistants report on assessment outcomes to the SENCO, for example: fine motor skills; ELS group work; Phonics; number work using BEAM materials and guided reading groups.

The above records enable the class teacher to assess the progress made by each child and are an important part in the formative assessment needed for future planning.

The pupil end-of-year report is filed in the pupil's school record and is available for reference.

Curriculum Links

Assessment is an integral part of curriculum delivery at Moorside. Tracking of individual and class progress informs planning and enables systematic progression to be maintained. Assessment methods vary from formal testing to informal observation depending on the curriculum area. For example, in maths more regular testing of subject knowledge is appropriate, whereas in art teachers will use their observations of children's discussions and work to inform their judgements.

Monitoring

The Headteacher, Deputy Headteacher, assessment co-ordinator and subject leaders will monitor children's work samples on a termly basis. This will include monitoring of assessment. Feedback will be given to class teachers, showing an evaluation of successes and areas for improvement.

Equal Opportunities

Assessment plays an integral part in identifying the needs of all children. It enables children with Special Educational Needs, Gifted and Talented children and children who have English as an additional language, to be given a differentiated curriculum which meets their needs.

Special Educational Needs and Disability (SEND)

When assessment indicates a child may have SEN the SENCO is informed and the child's progress is carefully monitored. Further assessment may then take place, as outlined in the SEN policy. For all children at the 'School Action' stage of the Code of Practice, or above, an Individual Education Plan (IEP) will be implemented. Children in Years 4-6, who are working below age-related expectations, are assessed using PIVATs in reading, writing and maths. Where appropriate, children from Reception to Year 3 are also assessed using PIVATs in the core and foundation subjects.

Reporting to Parents

Parents receive a report at the end of each academic year. In KS1 and KS2 this comments on the child's academic progress in the core and foundation subjects and on their skills and abilities in all areas of the curriculum, including physical, personal, social skills and attitudes. SATs results are included in the reports of children in Years 2 and 6 and teacher assessment levels in Years 1, 3, 4 and 5. Parents of children in Reception receive a report based on the EYFSP. The reports include a comment slip for parents. In addition, parents are offered the opportunity to discuss their child's report with the class teacher. Parent/teacher consultation meetings take place twice a year, in the Autumn and Spring terms. Staff are prepared to make themselves available at the end of the school day to discuss parent concerns. If it is not possible to speak to a parent immediately; a prompt appointment will be made. If a member of staff has concerns over a child they will contact the parent/guardian. Parents of children with IEPs may be given an additional opportunity to meet with staff.

Policy Review

This policy was written in the Summer Term of 2011. It will be reviewed on a yearly basis.

Last reviewed: February 2015 by R. Davis

It will be reviewed in or before February 2016.