Mount Pleasant C.E. Junior School Assessment Policy Introduction Assessment is an integral part of the education of pupils. It is a tool, which helps identify achievement yet highlights needs both in children studies and in the school curriculum. It should also give an indication of a child’s progress. Assessment should be part of the planning process and should facilitate differentiation by identifying pupil’s strengths. All teachers need to be involved in the assessment process at every stage e.g. policy making, planning conducting assessment tasks, target setting, recording and record keeping. Nature of Assessment Assessment serves 4 basic purposes a) Formative: 1) to give teachers information about a child’s progress and to help in planning the next stage in their learning; 2) to give information to pupils so they know what is necessary for them to progress. b) Summative: 1) to give a summary of individual, class or group progress over a period of time; 2) to give information to parents, teachers and other schools about the progress of a child or group of children. c) Diagnostic: to inform teachers what a child can and cannot do. d) School Improvement: By analysing school data, school trends can be established and comparisons with the national picture and other schools can be made. Pupils progress can be tracked and targets set for individual and school improvement. Assessment should be continuous throughout the Key Stage and should help the school and the teacher to: a) plan work matching it to a child’s ability; b) identify where help is needed; c) help the child progress; d) enable the school to plan strategies for improvement. Assessment Procedures Achieving Consistent Standards Assessment needs to be consistent within our school between phases nationally Subject Co-ordinators lead staff discussions to agree assessment procedures for their own curriculum areas. Feedback is given at Staff Meetings from discussions at Cross-Phase, Development Group and County INSET meetings as well as at National Level. To help confirm our own views about what constitutes consistent standards, School Portfolios have been compiled. Planning We ensure our Long and Medium Term planning is effective by the development of a full and balanced coverage of the National Curriculum P.O.S. the match of the curriculum to the needs of the pupils the use of broad and clear learning objectives linked to the P.O.S. which outline progression for Year Groups the inclusion of End of Term Unit/Teacher Assessments the involvement of all staff We ensure our Short Term planning is effective by the use of Long and Medium Term plans to generate Short Term learning objectives the selection of learning objectives, activities and resources matched to pupils' prior learning the range of teaching approaches which reflect pupils' different learning styles/needs the use of strategies for sharing learning objectives/assessment criteria with pupils the use of Short Term assessment to inform future planning Statutory Assessment End of Key Stage 2 SATs Year 6 pupils are statutorily assessed each May in the core subjects of English, Mathematics and Science. National external tests and teacher assessments are the criteria used. Non-Statutory Assessment Internal Tests All pupils are assessed each September using NFER Standardised Reading and Maths tests. Year 3/4/5 pupils are assessed each May using QCA English and Maths tests. Ongoing Teacher Assessment/Recording Informal Records e.g. mark books, notes, previous teacher comments, observations etc are helpful with class/group/individual pupil teaching Test Results e.g. NFER, QCA, End of Term Unit Assessments assist the teacher in the grouping of pupils ( including identification of children with SEN ) differentiation of tasks/activities etc Teachers' Professional Judgement e.g. use of observation, questioning in the assessment of pupil progress/attainment Marking the use of maintenance/ developmental marking linked to learning objectives promote quality of learning/improvement of standards ( Policy Review required ) Homework work is regularly taken home by the children to reinforce curriculum coverage ( see Homework Policy ) Record of Achievement Folders ( ROA ) agreed samples of quality work and records e.g. Annual Report, NC Individual Pupil Subject Attainment Record etc are 'housed' in children's individual ROA folders to show progress/ attainment Individual Pupil NC Subject Attainment Record provides a statutory record of children's progress/attainment based on NC Levels using Teacher Assessment. These records are completed each Summer Term Teacher's Subject Record Sheet to show term by term Teacher Assessment in the Core/Foundation subjects and kept in Short Term Planning File Target Setting i.e. School Targets, Individual Pupil Targets ( Policy Decision required ) Assessment Samples provide evidence of pupils' work. Each class submits work samples from a more able/average/less able child. These are indicators of curriculum coverage, differentiation, progression, attainment standards and a match to learning objectives Reporting Parents' Evening these are held every term and provide opportunities for dialogue with parents Annual Report to Parents provide clear, written information about a child's progress/attainment, strengths/weaknesses, areas for development and future targets. SEN Annual Reviews can be used as the Annual Report to Parents as long as all the necessary information is included/sent out subsequently Annual Governors' Report to/Meeting with Parents are issued/takes place during Summer Term School Prospectus a useful information booklet for parents/guardians to assist their child/ren settle happily into school life Home-School-Child Agreement develops a vision to help pupils aim high, foster positive attitudes and beliefs and prepare for the future Curriculum Plans to Parents provides information to parents in the form of a summary of subject content their child/ren will experience each term Formal/Informal Staff Meetings opportunities for particular issues to be reported Transferring A programme of systems and dialogue are in place to ensure the successful transfer of KS1 pupils into our school KS2 pupils into KS3 education A transfer and Induction programme is produced each year after discussion with the staff of Market Weighton Infant and Secondary Schools. The common DfEE Transfer Form is used at Key Stage 1 to 2 and Key Stage 2 to 3 levels. Assessment information focuses on significant aspects of learning and is transferred to the appropriate people in the schools concerned. This information is used to provide the necessary challenge and support for each pupil. Assessment Co-ordinator: The Assessment Co-ordinator is Mr Lant The Co-ordinator will: a) Organise and administer test b) Ensure consistent standards of assessments are maintained c) Keep under review Assessment Procedures. d) Arrange agreement trials of work to maintain consistent standards. e) Draw together and keep up dated, evidence of standards and progression. f) To work with the Head to gather and analyse data at class and school level and develop strategies for improvement. Target setting: Targets will be set at different levels: School targets: These will be set annually for Literacy and Numeracy and will be published in the School Prospectus. Class target; these will be set formally for pupils in year 5, based upon teacher assessment, QCA tests and NFER tests. Pupils Targets; there will be targets written for pupils in annual reports. A Policy for tracking pupils and setting Individual Pupil Targets will be developed in the Academic year 2001/ 2002. Tracking Individual Pupils: This will be done using Key Stage 1 results, QCA Tests, and NFER Tests and Teacher Assessment of National Curriculum Levels. The results will be used to set individual targets, report to parents and set strategies for improvement. PANDA’s and the Autumn Package These will be used as a tool for analysing school performance and will be used to help set targets and develop strategies for improvement. They will be analysed by the Head and the Assessment Co-ordinator and discussed by the staff and the Governor Sub Committee dealing with Data. Background: The policy has been drawn together by the staff after discussion and agreed by the staff and governors. Review: This policy will be reviewed during the Spring Term 2004 or earlier if necessary.
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