Assessment plays an important role in ensuring that every child is supported to leave primary school prepared to succeed. Our assessment system, coupled with statutory assessment that take place at the end of each key stage, has been formed to help teachers to raise standards, and to give every child the best chance to master reading, writing and arithmetic, which are fundamental in preparing them for secondary school. We believe that it is right that the government has set a clear expected standard that pupils should attain by the end of primary school, and that this standard is ambitious, to ensure schools support all pupils to achieve their potential, regardless of their background. Our in house assessments systems have s have been updated to align with the new national curriculum expectations.
How do we assess children’s progress and attainment in Early Years?
At Charlton we use the Statutory Framework and Development Matters to underpin our teaching and learning provision. A link to this document can be found on our Foundation Stage section.
Within the first few weeks a baseline assessment is completed. Ongoing assessment continually takes place to support the learning of the unique child. Regular progress checks are used to inform and prepare the children for their next phase of learning.
How do we assess children’s progress and attainment in Key Stage 1 (Years 1-2) and Key Stage 2 (Year 3-6)
EYEs (End of Year Expectations) are the fundamental skills and knowledge that pupils need to secure so that they are ready to move on next year without gaps in their understanding.
How have EYEs been generated?
- Subject coordinators and senior leaders across the Vale Academy Trust have been involved with developing these EYEs.
- The National Curriculum formed the basis and other documents were used to help define the statements .
Why are they Numbered?
- Each EYE is numbered so that we can refer to the precise statement when we are providing feedback for pupils and looking for evidence of progress.
- In conjunction with our marking policy, we can identify which areas a pupil can do well in and which are their next steps.
- This can provide precise feedback for pupils.
How are the Progress Tracker sheets used?
- The Progress Tracker sheets are stuck into the front of pupils’ books and pupils have a clear understanding of how they will be used to track their progress throughout the year.
- Pupils are encouraged to refer to their tracker sheets before, during and after a piece of work.
- Progress Tracker sheets are completed by teachers (not pupils) as these are the main record of a pupil’s progress towards their End of Year Expectations.
What does “seen” mean?
This column is used to record a child’s progress towards each statement. It is dated to show when the pupil demonstrated the skill.
We also use a suite of termly summative assessments. These are referred to as ‘PUMA’ (Progress in Understanding Mathematics Assessments) and ‘Pira’ (Progress in Reading Assessment) to track attainment and progress. These assessments also help to predict future performance and benchmark against national averages.
An overview of the current statutory primary assessment system
Early years foundation stage profile (EYFSP): The profile summarises and describes pupil attainment at the end of the early years foundation stage. EYFSP data is published at national and local authority level. Individual pupil data is used to understand individual education and development needs and to support transition to year 1.
Phonics screening check: A light-touch, statutory screening check administered by teachers. The check assesses a pupil’s phonics decoding ability to identify pupils needing additional support. School-level data is not published, while national and local authority level results are. Pupils who do not meet the required standard are required to re-sit in year 2.
End of key stage 1 national curriculum assessments: Teacher assessment judgements are currently made using interim teacher assessment frameworks and reported in mathematics, English reading (informed by internally-marked national curriculum tests), science and English writing. These teacher assessments are externally moderated by local authorities, who sample 25% of schools each year. These assessments form the baseline for measuring progress made between key stage 1 and key stage 2. The proportions of pupils achieving the expected standard in English reading, English writing, mathematics and science are published at national and local authority level, but not at school level. There is currently an optional test in English grammar, punctuation and spelling at the end of key stage 1.
End of key stage 2 national curriculum assessments: Pupils sit externally-marked tests in mathematics, English reading, and English grammar, punctuation and spelling. Teacher assessment judgements are made in English reading, English writing, mathematics and science. The proportions of pupils achieving the expected standard in all of reading and mathematics (based on test data) and writing (based on teacher assessment judgements) are published at national, local authority and school level and are used to calculate the progress that pupils make between key stage 1 and key stage 2. Progress and attainment measures form part of both the floor standard and a new definition of coasting schools, which is used as the starting point for a conversation about whether a school might require additional support. National curriculum test data in English grammar, punctuation and spelling, and teacher assessment judgements in English reading, mathematics and science are published at national and local authority level.
Science sampling tests are conducted biennially, with the most recent tests in June 2016. The next tests will be administered in June 2018. A sample of approximately 9,500 pupils is randomly selected to sit science tests, based on 5 pupils from 1,900 schools. Results are reported as national data only and individual results are not returned to schools or pupils. This assessment provides an understanding of national performance in science.
For children working below the overall standard of the national curriculum across both key stages, there is a system of statutory teacher assessment. Data from this is published at a national level and these pupils’ results are included in school attainment and progress measures.