Assessment, Monitoring and Reporting

The robust approach to assessment, reporting and monitoring is encompassed in The Woodcote Primary School Development Planning Cycle. The Assessment Policy provides the rationale and brings clarity to the purpose and importance of assessment as the driver of pupil progress and the measure of effective teaching and learning;

‘Assessment is the means by which the progress, skills and knowledge of pupils is monitored and tracked.’

The policy further defines the importance of assessment:

• To define each learner’s ability: what the child knows understands and can apply
• To gain as full an understanding as possible of each learner’s skills level
• To gain a full understanding of the progress made by each learner
• To gain an awareness of the steps needed to continue progress of both skills and knowledge and to help these steps occur
• To enable teaching staff to plan and deliver learning opportunities which will ensure progression for learners
• To gain an understanding of the efficacy of teaching strategies
• To ensure continuity and progression throughout the school
• To reveal children’s strengths and weaknesses
• To enable teachers to plan and deliver learning that is appropriately challenging to pupil’s attainment
• To communicate accurate information about the learner that is useful to teachers, pupils, parents, and other educational agencies
• To ensure early identification of children with SEN and those who are more able

The staff continue to develop a wider range of strategies for assessing children’s work, through; continued professional development, peer support and observations, coaching, constructive feedback from lesson observations and work scrutiny to transform the policy into practice.

These strategies include:

• Observation – watching the children on task
• Working with guided groups
• Listening to, questioning/discussions with the children
• Photographing
• Examining children’s written/recorded learning
• Marking children’s learning
• Target setting and attainment
• Assessment notes for future planning
• Assessment for learning marking – next steps
• Formal testing to assess children’s skills and knowledge against standardised levels
• Work scrutiny

Summative assessment data is systematically recorded and tracked electronically through the use of Target Tracker, quality assured through the systems described above, with: termly tests in the core subjects, mock SATs, Pupil Progress meetings and moderation meetings.

The data from the termly tests and on-going teacher assessment is put on to the year on year tracker. The assessment leader and the core subject leaders analyse the data, focusing on gender, ethnicity and individual levels. This helps to inform the school leaders of areas for future development and increased challenge. It also informs the school’s intervention strategy, which is responsive to the assessment tracking system.

Science assessments are carried out at the end of each unit of work through observation of investigative skills and knowledge testing.

Intervention programmes

Intervention programmes are frequently put in place to support or extend learning for children with particular aptitude or experiencing difficulty in making progress towards their targets.  The assessment data for children attending these groups is also tracked and monitored. 

Statutory Assessment Tests (SATs) for Year 2 and 6

Children in Year Six take part in the KS2 SATs for reading, writing, spelling, grammar and punctuation and maths during a specific week in May. These tests are marked externally and the results reported to the school and LA.

Children in Year Two take part in the KS1 SATs for reading, writing, spelling, grammar and punctuation and maths in May. These tests are marked internally and the results reported to the LA.

Reporting and Communication with parents/carers

Reporting and partnership with parents is crucial to success for the child. Each parent/carer will have formal opportunities each year to meet their child’s teacher.

Autumn

This will be a ten minute interview at the start of the Spring Term, designed to allow the teacher and parent/carer to share any concerns or anxieties they may have, and to share assessment and attanedance data.  Parents/Carers will also be able to view the children’s work. 

Spring

This will be a ten minute interview at the start of the Summer Term, designed to allow the teacher and parent/carer to share any concerns or anxieties they may have, and to share assessment and attanedance data.  Parents/Carers will also be able to view the children’s work. 

Summer

Parents/Carers will receive a written report of your child’s achievements, attainement, progress and attendance. There is also an opportunity to come and see your child’s work and meet your child’s new teacher. 

Reports

At the end of the summer term each teacher for each child will publish a formal report. This report will have contain sections on general attributes and successes, English, Mathematics, and the other National Curriculum subjects will also be reported. Parents will be clear on the progress made through the termly meetings and tracking the individual targets and any intervention programmes for their child.