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Assessment Policy

Moorhouse Assessment Policy

 

What is Assessment?

 

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve pupils’ learning.

 

At Moorhouse Primary School children are assessed against objectives on the Insight Assessment System. Children have objectives to meet across all areas of the curriculum linked to the National Curriculum objectives and the Focus curriculum. Assessment is carried out on a daily basis and teachers make judgements or record evidence to the Insight system.

 

At Moorhouse we use different types of assessment:

 

Formative:  Ongoing day to day assessment gathering evidence to find out if pupils have gained new skills and knowledge.  This can be through evaluating classwork and homework, asking questions, observing children explain their ideas, talking to parents, finding out if children can apply new skills to different situations, asking pupils to summarise information in a mind - map, for pupils to talk about what and how they have learned. We complete marking and feedback books in English and Maths and use these to plan our next steps. We also film the children carrying out a new skill and playing back and discussing ways to improve e.g. throwing the javelin in P.E.

 

Summative:  This type of assessment evaluates learning for example spelling and maths tests, end of topic quizzes, standardised reading tests, reading comprehension tests and Rising Stars tests (which finds gaps in skills / knowledge and teaches/ re-teaches until the pupil is secure).

 

Assessment allows the teachers to plan effectively the next steps of learning.  That is why we believe in timely, verbal feedback as often as possible. (See marking and feedback policy).  We also have RAR- read and respond time - each morning in order for pupils to respond to feedback teachers have made about their work.  We also have dedicated Learning Conversations with pupils during assembly time.  This gives teachers and pupils a chance to really discuss their learning and next steps in detail.

 

Early Years and Foundation Stage

 

In their first few weeks in school the children have their Baseline Assessment and are assessed using the Early Years Profile and Language Link.  This gives teachers a starting point to measure progress and to assess for any learning needs such as speech and language development.

 

The expectations are that most children will enter Nursery in the ‘Development Matters’ band for 30-50 months having shown competence in the preceding band of 22-36 months. This is referred to as age related expectation at the beginning of Nursery.

 

On entry to Reception the ‘Development Matters’ band is 40-60 months.

 

During EYFS children are assessed through observation. This involves practitioners observing children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations.

 

Quality Observations are embedded in every day practice to build up an accurate picture of the unique child. They are purposeful, informative and capture what children know, can do and are currently interested in. They demonstrate their current stage of development. These observations are used for weekly objective-led planning.

 

Observations are made in a range of contexts, for example, in their independent play, during every day routines and when engaged with others. Parents are an extremely valuable source of information and parents contribute to our pupil’s learning journey folders and learning display.  The staff in EYFS plan learning opportunities based on the interests of the children, for example, Super Heroes and animals.

 

2Simple Software is used to collect information about the pupils learning and the teachers then make judgements about the children’s achievements against the areas of learning:

 

Parents will be informed about their child’s progress throughout the year at informal Drop-Ins as well as more formal Parents’ meetings. 

 

 

At the end of the Foundation Stage parents will receive a report informing them if their child has met a Good Level of Development across the Prime Areas, Literacy and Mathematics.

The national expectations are that most children will reach the ‘Early Learning Goals’ at the end of the Foundation Stage.

 

Key Stage 1 - Year 1 and Year 2

 

The National Curriculum begins for most pupils in Y1.  Pupils are assessed against the Programmes of study for each subject. (Refer to the National Curriculum - https://www.gov.uk/government/collections/national-curriculum#programmes-of-study-by-subject)

 

Pupils in Year 1 undergo a phonics screening check in the summer term. The check is done with the child’s teacher.  This is reported to the Government and the results are published.  Pupils who do not meet the required standard retake the check the following year.

At the end of Key Stage 1, Year 2 pupils are assessed in Maths, Reading, Writing, Grammar, Punctuation and Spelling, Speaking and Listening and Science.  The tests were new in summer 2016.  The results are expressed as a scaled score (100 being the expected standard).  The Government announced in September 2017 that KS1 testing would end in 2023.

 

Key Stage 2  Years 3 to 6

 

As in KS1, pupils are assessed against the National Curriculum Programmes of Study.

(Refer to the National Curriculum - https://www.gov.uk/government/collections/national-curriculum#programmes-of-study-by-subject)

 

At the end of Key Stage 2 pupils are formally assessed in Maths, Reading, Grammar, Punctuation and Spelling. The tests were new in summer 2016. The results are expressed as a scaled score (100 being the expected standard). Writing is assessed by the class teacher using a breadth of work completed during the year. This is also reportable to the Government.

 

A times tables test will be introduced to all year 4 pupils in June 2020.

 

Learners

 

We believe that learners should be involved in their own learning.  They take part in Learning Conversations about their next steps (targets) and they respond to written and verbal feedback because they understand this will help them learn / acquire a new skill.  Learners also use self-assessment and peer-assessment against success criteria

 

Learners are encouraged to be the best that they can be and to act on feedback in order to improve.  We teach our children that they can improve their skills and knowledge through having a Growth Mindset as opposed to a Fixed Mindset.  We teach our children to use their Learning Powers of Concentration, Cooperation, Enjoyment, Improvement, Imagination, Curiosity, Resilience and Have a Go.

 

Children should all be assessed using an ‘Ages for Stages’ approach against their year group targets. Those children identified as SEND may also be assessed against the objectives of another year group, though a change of stage procedure must be adhered to as follows:

 

Change of Stage

 

At Moorhouse we use quality first teaching and person-centred planning to personalise and differentiate our learning to maximize access to The National Curriculum for all of our learners. We recognise that an Ages for Stages approach may not be appropriate for all of our learners and in these cases we follow the following procedure.

  • Staff raise a concern with a senior leader and request a Change of Stage Form.
  • Change of Stage Form is completed with evidence of assessment and intervention.
  • Change of Stage is reviewed by a senior leader.
  • Family are invited to a TAL (Team Around the Learner) meeting.
  • Appropriate stage and next steps agreed and recorded in the class vulnerable learners file.

Any learner who is not accessing their age appropriate stage will have their progress specifically monitored and reviewed in pupil progress meetings.

 

 

Special Educational Needs Disability

 

Some pupils’ progress may be slower or irregular.  Children with SEND may need a different form of assessment, which breaks goals down into smaller targets. These pupils may have an IEP (Individual Education Plan).  For SEND pupils who are not ready for the National Curriculum they may be assessed using P scales from the spring term of Year 1 onwards.

 

Sometimes professionals such as an Educational Psychologist or Speech and Language Therapist may assess the children and they may be supported by our Early Help and Inclusion Team. Parental consent is always sought first.

 

Parents / Carers

 

Parents are a valuable help in supporting the assessment of their child:
 

  • Comments in reading diary
  • Contributions to Learning Journey in EYFS
  • Supporting homework and leaving comments
  • Informal chats with teachers and teaching assistants
  • Attendance at parents evenings
  • Attendance at curriculum events, such as Guided Reading drop - ins

 

Recording information

 

The teachers record and use assessment information in a number of ways:

 

  • Insight (new in September 2019)
  • 2Simple EYFS using IPADs to photograph and take notes on learning and plan new learning
  • IPAD in PE to give instant feedback on technique
  • Reading skills mastered during daily guided reading
  • Grammar and spelling skills using weekly basic skills lessons and feedback
  • Maths skills mastered using Power Maths and Rising Stars.
  • Pre and post intervention (catch up) group assessment tests

 

In KS1 and KS2 teachers formally record assessments on our Insight Progress system throughout the year (video and photos of the children form part of the assessment evidence).  This shows the child’s current attainment against the National Curriculum and their progress over time.  There are 3 assessment snapshots, 6 for years 2 and 6 to monitor progress towards National Standards more closely.  

 

Insight progress has four formative judgements and four summative judgements: (See appendix 1)

 

Formative                                                                                                           Summative

Taught but not yet understood                                                                 Below

Some evidence, but not yet secure                                                           Just Below

Objective secured                                                                                           On-track

Working at greater depth                                                                             Greater Depth

 

At Moorhouse we assess the following curriculum areas:

 

English, Maths, Science, PE, PSHCE, Art and Design, Music, History, Geography, French and Computing.

 

Teachers, Leaders and Governors analyse this information in order to:

 

  • Check pupils are making at least good progress – meeting or surpassing age related expectations
  • Check that disadvantaged children are making at least good progress and there are no gaps between pupils who are Cared for, Adopted, in receipt of or have had Free School Meals or are the children of a parent serving in the armed forces.
  • Check that there are no inequalities in achievement between boys and girls
  • Check there are no inequalities in achievement between different ethnicities
  • Where pupils are not making sufficient progress whether they are Special Needs, More able or average. This will be discussed with senior leaders and measures put in place to secure progress.
     

Pupils will be assessed using the variety of methods explained above and through professional judgement and moderation within school and within the Inspirational, Professional, Learning Community Network (IPLCN).

 

Teacher Procedures

 

Assessment Procedures 2019 - 2020

 

Please refer to Monitoring and Meetings schedules

 

Marking and Feedback books are to be completed after each Maths and English lesson and these should be used to plan the next steps. Same day pick-ups should be carried out for any children that need additional intervention to be able to access the learning objective.

 

Insight is updated each half term to represent the children’s progress and attainment. This is used to inform termly pupil progress meetings in Years 1, 3, 4, and 5 and half termly meetings in years 2 and 6. The aim of these meetings is to identify progress made, children who need to be monitored and inform future teaching and learning opportunities and possible interventions.

 

Each child will be assessed against the curriculum areas.  This will show what a child has learned (skill / knowledge), It will also show what they need to learn next.

 

The expectation is that teachers will use some of the PPA time in order to update the Insight tracker. This is expected to be done on a half termly basis as a minimum.

 

There is then an expectation that teachers will make summative judgements at the end of each of the termly assessment weeks.

 

Assessment Week – Summative Assessment

Week beginning

1 – Autumn 1

14th October 2019

2 – Autumn 2

9th December 2019

3 – Spring 1

17th February 2020

4 – Spring 2

23rd March 2020

5 – Summer 1

11th May 2020 – Y6 SATs Week

18th May 2020 – Optional SATs Years 1, 3, 4 & 5

During May – Y2 SATs

6 – Summer 2

29th June 2020

 

Reporting

 

End of year reports to parents for KS1 & KS2 are generated using the Insight Assessment System. Reports include the following sections:

  • General/ behaviour comment.
  • Maths- a summary of the Key performance indicators (KPI’s) and the colour a child has achieved each half term.
  • Reading- a summary of the KPI’s and the colour a child has achieved each half term.
  • Writing- a summary of the KPI’s and the colour a child has achieved each half term.
  • Foundation subjects summary- showing the percentage of orange/green/purple objectives a child has met in each of the foundation subjects.

 

Moorhouse recognises assessment is a complex issue and demands high levels of skill and experience.  We are a supportive school and encourage colleagues to moderate together where there is doubt/ discrepancy and for quality assurance purposes.

 

 

Appendix 1

 

What we mean at Moorhouse by:

 

Formative Judgements

 

Not taught:  The pupil has not been in a lesson where the objective has been taught.

 

Taught but not yet understood: The pupil has been in a lesson where this has been taught but they are not able to demonstrate any understanding of the new learning/ skill.

 

Some evidence, but not yet secure: The pupil has been in a lesson where the objective has been / is being taught. The pupil has started to show understanding of the new learning/ skill but has not yet secured the new learning / new skill – they are still in the process of securing the objective.
 

Objective Secured: The pupil is demonstrating understanding of the New Learning / can show the new skill mostly consistently (at least 70% of the time). The pupil can explain the concept, process or demonstrate the skill to the staff verbally or written with minimum support.  The teacher must have evidence to support this from more than one source – not relying solely on test / quiz or for example one page of correct calculations.

 

Working at Greater Depth: The pupil understands the concept, has mastered the skill and can confidently demonstrate / explain and apply it in different ways / can do so over time and where appropriate cross curricular e.g using % in science, using Historical knowledge in a narrative in English, be able to apply maths concepts and skills to different contexts, multi – step problems and reasoning problems. The teacher must have a range of evidence to support this and can have discussed / moderated in a Team / Staff/ IPLCN meeting. This must be secure and will not fade overtime.

 

Summative Judgements

 

Below: The child does not have sufficient grasp of a large number of concepts taught so far.

PROPORTIONS 

Just below: The child has demonstrated appropriate understanding of a number of the concepts taught so far but there are still some concepts that the child does not have sufficient grasp of.

PROPORTIONS 

On track: The pupil has demonstrated appropriate understanding of the concepts taught so far.  

Greater depth: The pupil thoroughly understands the concepts that have been taught so far and has mastered the skills. They are able to demonstrate this and apply their skills and knowledge in different ways and in different contexts.

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