We believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning.
Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim (i.e. to close the gap in their knowledge).
Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make these judgements at the end of a unit of work, of a year, or of a key stage. Test results, too, describe pupil performance, in terms of levels.
We give our children regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. Pupil progress meetings between staff are held three times a year.
For full details please see our Assessment Policy.
Results/Data Summer 2017
|EYFS (Reception children) % of children achieving “Good level of Development” GLD|
|PHONICS YR 1|
|KS1 Teacher assessment % of children who achieved or exceeded the new government standard|
|KS2 % of children who achieved or exceeded the new government standard|
|READING||WRITING (teacher assessment)||MATHS||GPS (grammar, punctuation, spelling)||RWM combined|
|KS2 Progress data|
|Scaled score||Progress score||Scaled score||Progress score||Scaled score||Progress score||Scaled score|