Mount Pleasant C by iee59083


									                     Mount Pleasant C.E. Junior School
                            Assessment Policy
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
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

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.
We ensure our Long and Medium Term planning is effective by
 the development of a full and balanced coverage of the National Curriculum
 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
   the selection of learning objectives, activities and resources matched to pupils'
    prior learning
   the range of teaching approaches which reflect pupils' different learning
   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
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

   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

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.

The policy has been drawn together by the staff after discussion and agreed by the
staff and governors.

This policy will be reviewed during the Spring Term 2004 or earlier if necessary.

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