Assessment and Reporting

Assessment

Formative assessment in lessons is carried out through teacher questioning, pupil interaction, pupil engagement, observations, and live marking. Feedback is given in the moment and helps a child to recognise the next steps in their learning. We will continue to use and develop the formative assessment processes that are already effectively supporting pupils ensuring that:

  • We continue to use quality, initial assessments indicating pupils’ current knowledge and understanding and areas for further development.
  • Differentiation, personalised learning, and targeted approaches ensure that tasks are matched to pupils’ abilities and provides high challenge for all.
  • The use of high- quality assessment including written and oral feedback; self and peer assessment indicates how pupils progress against TBATs (To be able to targets  and success criteria.
  • Continuous assessment is used by teachers to develop the next steps/ steps forward in pupils’ learning, in subsequent lessons.

Summative assessment sums up what a pupil has achieved at the end of a period, relative to the learning aims and the relevant national standards. The period may vary, depending on what the teacher is assessing. Following ½ termly assessment, teachers are required to identify pupils not making progress and provide strategies of support to help them progress.

At Edward Worlledge data is collected half-termly alongside a termly assessment period through PIXL. We use the PIXL assessment programme to identify and close gaps in learning. Teachers identify those pupils not making expected progress and implement strategies for improvement.

Assessment Timeline:

Half-Termly Phonics Screening Reading Fluency Reading Age (Salford & Accelerated Leader) Nation Curriculum Spelling tests Writing Assessments Foundation Subject Assessments
Termly PiXL : Reading Grammar, Punctuation and Spelling (GPS) Maths

Early Years, Foundation Stage (EYFS) : Reception baseline assessment (RBA)

The RBA is a short assessment carried out by a teacher in the first 6 weeks of reception.

Learning Support Assistants (LSAs) and other qualified school staff, such as Early Years Leads and Special Educational Needs Co-Ordinators, can also carry out the assessment with individual pupils.

It is similar to the on-entry checks that many schools already conduct when children start school.

The RBA takes about 20 minutes per child and is not a timed assessment. It is an assessment of a child’s early:

  • language
  • communication
  • literacy
  • mathematics

RBA Teacher assessment

  • Children will provide answers by speaking, pointing, or moving objects.
  • By using a variety of short, practical tasks in a familiar environment, the children should not be aware that they are sitting an assessment.
  • Teachers can pause the assessment at any point if they feel that the child is losing interest or concentration. The child can then resume the assessment at another time, when the teacher feels it is appropriate.
  • The teacher inputs yes or no answers onto an online system for each task. The child does not interact with the digital platform.
  • Teachers will receive a series of short, narrative statements that will tell them how the children performed in the assessment. This may be helpful to inform teaching in the first term. We cannot share the numerical scores.
  • Teachers can use the assessment to spend valuable one-to-one time with each of their new pupils in the first weeks of school. They can also use the information on the children’s performance in the assessment to support all pupils in their reception year.
  • The RBA gives a snapshot of each child’s starting point when they begin school.

Using the RBA data

The data is collected to create school-level progress measures for primary schools, showing the progress schools make with their pupils from reception to the end of year 6.

The data at the end of year 6 to measure pupils’ progress from reception to the end of KS2. The RBA will not be used to track individual pupils or as a performance measure for early years providers but used evaluate the progress made by pupils between reception and year 6.

Future Statutory Assessment Tests

  • End of Key Stage 1 & 2 SATs (Statutory Assessment Tests)
  • Due to COVID-19 there are no KS1 and KS2 SATs for 2019, 2020, 2021
  • Teachers continue to assess progress with the School’s internal systems
  • The KS1 assessments in Year 2 will be made non-statutory from the academic year 2022 to 2023.

Reporting

Parents will receive a ½ termly report which will show the progress of their child in every subject.

The report will show the codes:

  • WTS- Working towards the Expected Standard
  • EXS- At the Expected Standard
  • EXS+- Securely at the Expected Standard
  • GDS- Working at Greater Depth within the Standard

There will also be a teacher comment on their child’s progress and a target to support the child’s improvement.

The Senior Leadership Team (SLT) will oversee the assessment process and writing of reports.

Parents are asked to complete the slip at the bottom of the report to give their feedback and allow the school to seek their views on their child’s achievements and progress.