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AIM We aim to deliver a curriculum that is appropriate to every child’s needs. We believe that assessment linked to planning provides the foundation for ensuring pupil progress. IMPLEMENTATION 1. 2. 3. 4. 5. Baseline assessment in Nursery – LA Foundation Stage Benchmarking Individual ongoing assessments in Nursery Draw-a- person – first term in Reception PIPs baseline assessment on entry into Reception. Foundation Stage benchmarking in Nursery and Reception – all children for CLL, MD, PSE and ICT, and six children from each class for KUW (Science), CD (Art) and PD (PE). Observation. KS1 Target Tracker – English, Maths & Science KS1 End of Unit assessments (Science, ICT and Foundation subjects) Formative assessment shown as assessment by omission in short term planning. ‘Traffic light’ trays for children’s self-assessment. PIPs Y1 assessments – Maths and Reading NFER tests in Spelling for Y1 and Y2. Y2 -Daniels and Diack diagnostic spelling test – termly. Y2 – Individual Salford Sentence Reading Test for lower ability – termly. Independent creative writing samples – termly.. Ongoing individual reading records. Individual SEN Literacy Assessments.

6. 7. 8. 9.

10. 11. 12. 13. 14. 15. 16. 17.

18. 19. 20. 21. 22. 23. 24. 25.

Individual target setting on IEPs. SEN reviews. EAL benchmarking Bi-lingual assessments by members of Hounslow Language Service. Assessments by members of Teaching Support Service. Assessments by Educational Psychologist. Statutory assessment for children with severe special educational needs. End of Key Stage 1 SATs/Assessments –English, Maths, Science

The school’s Assessment Co-ordinator is Mrs. Gillian Mucadum

CROSS REFERENCE DOCUMENTS Assessment for Learning Policy, Benchmarking, Target Tracker, Planning Files, SEN Files, School Development Plan, Equal Opportunities, Behaviour, PSHE, Early Years, SEN, Teaching and Learning, ICT and all Curriculum Policies.

RESOURCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Assessment Budget. Records of teachers and support staff. Advice from parents. Planning documents. Assessment files/benchmarking National Curriculum Foundation Stage Profile Primary National Strategy Every Child Matters PIPs materials. Published test materials –NFER British Spelling Test Series, Daniels & Diack Diagnostic Spelling Test, Salford Sentence Reading Test.

12. 13. 14. 15. 16. 17. 18.

SATs materials. SENCO. Individual Education Plans. Teaching Support Service. Hounslow Language Service. Educational Psychology Service.. End of year reports.

MONITORING 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. PIPs Foundation Stage Profile National Curriculum levels Benchmarking/Target Tracker End of Unit assessments. Overview of planning by Headteacher SEN and EALsmall group support. SEN Reviews. SEN Register Liaison with members of Teaching Support Service. Meetings with Educational Psychologist. End of KS1 Assessments

`REVIEW INDICATORS AND EVALUATION 1. 2. Differentiation in grouping of children and planning reflects assessments. Pupil progress is measured and valued according to individual starting points and abilities.


Principles and objectives held by the school At Springwell we aim to provide an excellent education for children of all abilities.. In order to do this we provide a broad, balanced and differentiated curriculum, matching teaching to learning styles. Underpinning this provision is a commitment to a continuing cycle of planning, assessment and review. We recognise that it is the responsibility of the class teachers in the first instance to monitor the progress of individual children by continuous formative assessment reflected in short term planning. We aim to ensure equality of opportunity and equality of access to the curriculum for all children, whatever the gender, race, culture or ability. We believe that individual assessment, with regard to the child’s background, enables us to meet this aim. We work closely with outside agencies in order to provide appropriate individual assessments for the identification of special educational needs. We recognise that a child must not be regarded as having a learning difficulty solely because the language, or form of language, of the home is different from the language in which s/he is being taught. We therefore employ the resources of Hounslow Language Service for mother tongue assessments, as well as the Teaching Support Service and the Educational Psychology Service. We aim to work in partnership with parents and carers, and believe that their views must always be considered when assessing pupil progress.

Types of Assessment Formative Assessment (See AfL Policy) Formative assessment is assessment for learning. It is day-to-day ongoing assessment as part of the repertoire of teaching strategies. It is based on how well children fulfil learning intentions, provides feedback and involves children in improving their learning. It also strongly influences planning. Short- term plans show clear learning intentions, differentiation and assessment notes on children who need more help or more challenge. Teachers share learning intentions and develop success criteria with children at the beginning of each lesson. This encourages pupil involvement and comment on their own learning. Children are trained to evaluate their own achievements against the learning intention/success criteria. Feedback, oral or written, tracks progress diagnostically, informs child of successes and weaknesses and provides clear strategies for improvement. Celebrating all aspects of achievement provides motivation and improves self-esteem thus enabling pupils to achieve academic success more readily. Self-esteem is the most significant factor in being a successful learner. Summative Assessment Summative assessment is assessment of learning. It is snapshot testing which establishes what a child can do at that time. The following forms of summative assessment are used at this school: Baseline Tests Nursery – Baseline Assessment - Foundation Stage Benchmarking Reception – PIPs Baseline Assessment Baseline tests are applied to children on entry to school, ranging from observation of children’s behaviour to specific oral or activity items. The purpose of these tests is to establish the child’s abilities at the beginning of their education, so that subsequent achievement can be compared and measured against actual improvement. They can also be used formatively to identify weaknesses and strengths and provide appropriate learning experiences for individual children.

The Foundation Stage Profile tracks progress throughout the Early Years and provides a summative assessment at the end of Reception Commercially produced tests Y1 – End of year PIPS Y1 and Y2 - NFER British Spelling Test Series Y2 – Daniels & Diack Spelling Test Salford Sentence Reading Test These tests are purchased independently by the school. They enable teachers to monitor progress through summative means at different points in the Key Stage, and can be used as a diagnostic tool. School assessments Independent creative writing samples each term Foundation Stage benchmarking each term KS1 Target Tracker each term End of Unit assessments. (Benchmarking is stored on ‘Staff Shared’ network) These in-house assessments are used to establish general attainment or to arrive at interim level judgements (against the statutory level descriptions). They are intended to make the end of Key Stage levelling easier and to monitor progress between Key Stages. ICT –Pieces of work at the end of each unit will be saved to a folder for moderation and levelling. At the end of Y2 there is an‘ultimate task’ and teachers make an end of key stage judgement to provide an NC level for each child. End of Key Stage Teacher Assessment Y2 teachers decide a level for each child’s attainment in the core subjects, using the criteria of the level descriptions and using their professional judgement. These assessments are underpinned by performance in SATs tasks or tests, which are mandatory for all children working at level 1 or above. End of Key Stage assessments enable this school’s performance to be compared with other schools, so that standards can be identified and targets set for improvement. There is no requirement to report separately the levels obtained from the tasks or tests.


Reception, Year 1 and 2: Benchmarking/Target Tracker/End of unit assessments for Science, ICT and all foundation subjects to be updated after half-term. Reading Conferences – ongoing. Nursery: Reception: Baseline – LA Foundation Stage Benchmarking PIPS Baseline Foundation Stage Profile on-going Individual learning journals ongoing across FS Year 1: Examine Foundation Stage Profile/PIPS results. Check against groupings. Examine Year 1 Assessments in Maths, Reading and Spelling. Check results against groupings. September December Daniels and Diack Spelling Test NFER British Spelling Test Series 1Y

Year 2:

Parents’ Evening: Sharing information (Reception/Y1 & Y2) End of Autumn Term: Whole School: Writing sample SEN Reviews


Nursery, Reception, Year 1 and Year 2: Benchmarking/Target Tracker/End of unit assessments for Science, ICT and all foundation subjects to be updated after half-term. Reading Conferences – ongoing.

Nursery: Reception:

Foundation Stage Profile on-going Foundation Stage Profile on-going Individual learning journals ongoing across FS

Year 2:

January – Daniels and Diack

Parents Evening: Individual Progress Report (Nursery, Reception, Years 1 and 2) End of Spring Term: Whole School: Writing sample SEN Reviews



Nursery, Reception, Year 1 and Year 2: Benchmarking/Target Tracker/End of unit assessments for Science, ICT and all foundation subjects to be updated after half-term. Reading Conferences – ongoing. Nursery: Reception: Foundation Stage Profile on-going Foundation Stage Profile completed Individual learning journals ongoing across FS Year 1: PIPS Y1 Reading and Maths Tests NFER British Spelling Test Series 1X (June) April – Daniels & Diack May/June - SATs Tests/Tasks End of Summer Term: Whole School: Writing sample SEN Reviews Feedback to parents via reports Pass all on to next class

Year 2:

Appendix i The following guidance is taken from the Ofsted School Inspections Handbook, July 2005: How effective are teaching and learning? Inspectors should evaluate:  How well teaching and resources promote learning, address the full range of learners’ needs and meet course requirements  The suitability and rigour of assessment in planning and monitoring learners’ progress  The diagnosis of, and provision for, additional learning needs and, where appropriate:  The involvement of parents and carers in their children’s learning and development. Evaluating the quality of teaching Outstanding Teaching is at least good in all or nearly all respects and is exemplary in significant elements. As a result, learners (1) thrive and make exceptionally good progress. Learners make good progress and show good attitudes to Good their work, as a result of effective teaching. The teachers’ (2_ good subject knowledge lends confidence to their teaching styles, which engage learners and encourage them to work well independently. Any unsatisfactory behaviour is managed effectively. The level of challenge stretches without inhibiting. Based upon thorough and accurate assessment that informs learners how to improve, work is closely tailored to the full range of learners’ needs, so that all can succeed. Learners are guided to assess their work themselves. Teaching assistants and other classroom helpers, and resources, are well deployed to support learning. Those with additional learning needs have work well matched to their needs based upon a good diagnosis of them. Good relationships support parents/carers in helping learners to succeed. Satisfactory Teaching is inadequate in no major respect, and may be good in some respects, enabling learners to enjoy their (3) education and make the progress that should be expected of them.

Inadequate (4)

Learners generally, or particular groups of them, do not make adequate progress because the teaching is unsatisfactory. Learners do not enjoy their work. Behaviour is often inappropriate. Teachers’ knowledge of the curriculum and the course requirements are inadequate, and the level of challenge is often wrongly pitched. The methods used do not sufficiently engage and encourage the learners. Not enough independent learning takes place or learners are excessively passive. Inappropriate behaviour is not adequately managed. Assessment is not frequent or accurate enough to monitor learners’ progress, so teachers do not have a clear enough understanding of learners’ needs. Learners do not know how to improve. Teaching assistants, resources, and parents/carers are inadequately utilised to support learners.

Appendix ii Guide to connecting effective classroom practice with the expectations embedded in the literacy and numeracy initiatives and with best practice across all learning areas. Literacy  Share LIs at the beginning of lesson and where appropriate during the hour, in language that the pupils can understand.  These LIs should form the basis for questioning and feedback during the plenary, and inform future planning.  Numeracy LIs up and referred to often during the lesson. Translated into works the pupils can understand. Time for reflection on LI – usually during the plenary. If LI hasn’t been met, pupils and teacher will be able to do something together – adjust next lesson or adjust next medium term plan. LIs used by pupils to reflect on work. What have you learned? Do you know more now than when you started? Pupils explaining the

Sharing learning intentions/objectives with pupils




Involving pupils in self-assessment

 Pupils talk about what they have learned.  Use of feedback and marking linked to LIs.  Pupils discussing together or working

  


 

Help pupils to know and recognise the standards they are aiming for

 



together. Time given to reflect on learning. Next steps identified on a group or individual basis. Showing work that has met criteria. Giving clear success criteria to pupils. These will match LIs. Teacher modelling good writing and reading. Next steps identified for group or individuals.

steps in their thinking e.g. How did you get that answer?

Provide feedback which leads to pupils recognising their next steps and how to take them

 Oral feedback is the most effective.  Identify what the pupil has done well, what

 Be explicit about the amount of work you expect the pupils to do in a given time.  Show what it should look like – model on board e.g. Setting out steps in a calculation underneath each other.  Have clear expectations about how work will be set out and presented.  Displays of pupils’ work, especially showing the process.  Peer assessment – work with a partner: can you follow the steps in their

they need to do to improve and how to do it.  Setting next steps for groups or individuals.


 Confidence that every student can improve  The small steps identified by the teacher for pupils to make progress are appropriate. They enable pupils to see their progress, giving them confidence in their ability to learn. 

Involve both pupil and teacher reviewing and reflecting on assessment data (or information not necessarily numerical)

 Time must be spent on this activity, for pupils to reflect on what they understand and don’t understand. This can be



calculation? Give feedback to your partner. Instant feedback, especially with the oral and mental starter e.g. number cards, white boards, etc. – everyone has a go, easy to differentiate. Marking comments. Teachers provide an ethos in the classroom where pupils feel that they can explain their thinking. They know that others will learn from them, as they will learn from others, including the teacher. Pupils and teacher reflect on work e.g. Storyboard or steps taken during an investigation. Reflecting on what other

done either individually or in a group e.g. Whole class or guided reading or writing.  What teachers and pupils DO with the information they have gathered is crucial.

people have done in order to improve their practice.  Appropriate choice of tasks provides quality assessment information e.g. activities which show how the pupils get the answer and what strategies they have used, rather than just who got the answer right

(Taken from ‘Guidelines for Assessment Co-ordinators – from AAIA North West Region’ March 2000)

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