We have created our own protocol for how to assess children's learning within our school.
Our approach to assessment is simple. We take each child's starting point and plan accordingly. We then review the learning and adjust plans as necessary. This means that our assessment is on-going throughout the day, culminating in more formal testing at the end of each half-term.
Each half-term, children are assessed against the National Curriculum framework in mathematics, reading and writing through assessments and teacher judgement. Science is assessed against each unit at the beginning and at the end against the objectives taught whilst the other subjects are reported on at the end of the school year.
The data is collated on a ‘step’ grid that the school has produced. This data for progress and attainment is analysed. Miss. Rankin (Deputy Headteacher) then meets with individual teachers to look at the progress of each child. Interventions are put into place accordingly so that all children are able to make excellent progress.
We also expect children to respond to their own feedback and use a system of 'purple pen' editing. Children are given time to look at their work, improve it in light of feedback or re-reading and correct any mistakes. This gives children the opportunity to learning editing skills but to also take control of their learning.
There have been a number of significant changes over the past few years regarding assessment and 2016 was a year of uncertainty. To summarise these changes, please see the leaflet below:
For further information about life after levels please refer to the Department for Education's report.