Assessment Policy

Rationale

We believe that assessment and recording are a crucial and integral part of the teaching and learning process.  Teacher assessments are made to improve learning and to raise individual and school standards.  They give each child, irrespective of ability, race or gender the opportunity to demonstrate their capabilities and to strive for success.

Principles and Purpose of Assessment

Assessment:

• is an integral part of teaching and learning
• is used to inform effective curriculum planning
• provides an evaluation of what has been taught and learned
• embraces the whole curriculum
• offers all pupils the opportunity to show what they know, understand and can do
• helps pupils to know what they need to do in order to develop
• helps parents to be involved in their children’s progress
• must be realistic and manageable

Range of Assessments

A variety of assessments may be used:

Formative – a continuing assessment process based upon evaluation of work and discussion between teacher and pupil.  It involves pupils in reviewing and reflecting upon their work.  It gives them a sense of direction and involves setting realistic targets.

Diagnostic – assessment designed to detect strengths, weaknesses and learning difficulties.  Specific action in the form of remedial or extension work may follow.

Summative – assessment that records the current position of the pupil in respect of the curriculum or personal development.

Evaluative – assessment providing information regarding the effectiveness of provision, in order to plan for consistency, continuity and progression.

Intended Outcomes at Howe Park

In Howe Park School we aim:

• to be clear about what our pupils know, understand and can do
• to ensure that pupils know what they are supposed to be learning, when they have achieved and how they can improve
• to use a range of assessment methods as appropriate e.g. observing pupils, asking questions, assessing pieces of work and administering tests
•  to have high but realistic expectations of pupils
•  to recognise different needs of pupils
• to use assessments to plan the next step for individuals and groups of pupils

Forms of Assessment Used at Howe Park

Statutory tests and tasks are administered according to requirements/ guidelines.  Statutory School Entry Profile is undertaken within the Foundation Stage and end of key stage tests (SAT’s) are undertaken in Year 2.

Year 3 children will also undertake the QCA optional Standard Assessment Tests (SAT’s).

Foundation Stage – assessment begins before children even start school.  Home visits are conducted in which staff assess children in their homes and collect relevant information from the parents and the children’s previous nursery education.

Throughout the first year of a child’s education the School Entry Profile is undertaken and information collected in this is shared with parents on a termly basis.  At the end of the year, the final Profile then forms the basis of the end of year report, which is again shared with parents.

School – opportunities for assessment are identified in Medium/Short Term Planning in all subject areas across the curriculum.  These assessments:

• are drawn from opportunities which arise naturally from the interaction between teacher and pupil during lessons and general day to day activities
• are made by observing pupils, asking questions, listening, evaluating and discussing their work with them
• are recorded in the teacher’s Class Assessment Record Book
• provide evidence which is used as appropriate to inform future learning provision
• help to inform colleagues and the annual reports to parents

Pupil’s subject books are also a constant record of work covered and provide constructive feedback to the pupils through daily marking.  They also show evidence of progress over time.

In addition to the above, there is a specified termly assessment week in which teachers and teaching assistants will make more formal assessments in specified areas of the curriculum (see assessment calendar – appendix 1).

Target Setting

In the first ½ term of a new academic year, teachers in all year groups are asked to make end of year predictions for their class.  These targets are then reviewed termly.  Governors with the LEA then agree school targets for Year 2 Statutory tests based upon these predictions.  LEA agreed targets are then included in the School Improvement Plan (SIP) and focused upon.

In the Foundation Stage, children are given termly targets based on their ‘next step’ within the School Entry Profile.  These targets are then shared with parents.  The children and parents are also made aware of a weekly ‘To do’ list which features short term targets for them to work on.

In Year 1, the weekly short term ‘To do’ targets are continued.  Numeracy and Literacy, pupil, group and class targets are also set and reviewed termly by the teacher.  Brief individual written targets are shared with parents at termly consultation meeting with teachers.

In Years 2 and 3, Numeracy and Literacy, pupil, group and class targets are set and reviewed termly by the teacher.  Brief individual targets are written and shared with children and parents at termly consultation meeting with teachers.

The targets for Special Educational Needs pupils are set in the form of an Individual Education Plan and are managed in a different manner - for more information see the Special Education Policy.

Record Keeping and Evidence

Records and evidence of achievement are useful, manageable and relevant in providing an overall view of pupil achievement and in helping to map progress.  They include:

• Class Assessment Record Book – includes individual teacher assessments and test results (see appendix 2)
• Personal progress books – contain more formal assessments (Numeracy assessments, unaided writing, Science assessments) from all year groups, which are generally levelled and annotated with teacher comments.
• School Portfolio – a record of selective work that has been annotated and a level agreed upon as a whole staff.  Regular agreement trialing sessions take place in staff meetings to assure that teacher assessment is consistent.
• Pupil’s subject books – these are a record of work covered and provide constructive feedback to the pupils through daily marking and they show evidence of progress over time.
• Reading records – go home daily in children’s book bags.  They provide evidence of books read and also contain comments from teacher and parents.
• TARGSATS – computer software that tracks, analyses and forecasts individual pupil, class and year group progress. 

Reporting to Parents

Termly meeting (Parent’s Consultations) and summer term annual reports to parents:

• provide information that parent’s can understand about their child’s progress, outlining strengths and areas that need to be developed
• set realistic targets which are worked on and reviewed
• promote parental involvement in their child’s learning
• give results and explanations of Teacher Assessments and SAT’s at the end of Key Stage 1 (Year 2)

Transfer of Records

 Records are transferred to new schools on pupil’s departure.  The documents sent are outlined in the Pupil’s Transfer Profile – (appendix 3).