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Assessment at Gilbert Colvin Primary

What is Assessment?

Assessment is the method by which teachers decide whether a child has learned something.

There are two main forms of assessment:

 

Formative Assessment

This is often called ‘assessment for learning’ and it often happens in lessons or when a teacher is checking books shortly after lessons.

It can include tricky questions carefully directed at children to check their understanding, quick tasks on mini whiteboards, talk or practical tasks with small groups or individuals which are then shared to show understanding of new learning, sharing and checking our understanding of the learning objective and success criteria (how we know we’ve ‘got’ it right) and being given verbal feedback on what to do next and targets.

The teacher will use the information from these informal assessments in decide what to do or teach next to ensure all children understand and make good or better progress.

Summative Assessment

This is often called ‘assessment of learning’ and usually happens at the end of a unit of work, term, year or end of Key Stage. These assessments check what the children have learnt over a period of time.

The DfE provide statutory assessment tests which all children must complete at the end of each Key Stage and in Year 1. These are:

 

Statutory Assessment

Year Group

Date

Early Years Foundation Stage Profile

Reception

June

Phonics Screening Test

Year 1

Year 2 resits

June

Key Stage 1 SATs

 

Year 2

May

Key Stage 2 SATs

 

Year 6

May

 

At Gilbert Colvin Primary we also use tests and teacher assessment in all year groups to check pupil’s progress in learning and identify any issues quickly so that all children keep up with their year group’s expected standard.

Teacher assessment includes looking closely at children’s books and what they have achieved alongside the feedback they have received and their progress towards their next steps. Observing children in lessons and talking to them about their learning. Teacher assessment is checked by leaders in the school and verified through tests where appropriate.

Where tests are completed they are used to identify not only what standard the children have reached but also what their next steps are. Teachers use this information to plan for subsequent lessons or units of work so that any gaps in children’s learning are quickly addressed.

In termly meetings teachers review the pupils’ progress and attainment with school leaders and share how they will ensure the best outcomes for their class. School leaders use this information to improve teaching and learning in the school.

 

What Information Will Parents Receive?

It is important parents have clear information on how well their children are doing. We plan for regular updates throughout the school year as below:

Term

Date

Information

Autumn

October

Parents’ Consultation Day

 

  • Targets for end of year
  • Progress/ settling in from September
  • Next steps targets and advice for supporting at home

Spring

March

Annual Mid-Year Report

 

 

 

Parents’ Consultation Evening

 

  • Current/ mid-year attainment and progress
  • Learning targets with ideas for supporting at home
  • Opportunity to review and clarify points from report

Summer

July

End of Year report

 

Parents’ Consultation Evening

  • End of year attainment and progress
  • Overview of progress in year and next steps including advice for supporting at home

When talking about attainment in Early Years Foundation Stage we will use the following terms:

Emerging

Expected

Exceeding

 
When talking about children’s learning in years 1 to 6 we will use the following terms which relate to the expectations for attainment in the National Curriculum for each year group:
 

Working at Greater Depth with the Expected Standard

 

Working at the Expected Standard

 

Working Towards the Expected Standard

 

Working Below the Expected Standard

 

 

When talking about the progress the children are making from their starting points we will use the following terms:

Making Good Progress

Making Sufficient Progress

Making Slow Progress

 

These terms allow us to give you clear information about how well your child is doing in relation to other pupils but also most importantly in relation to their starting points which may be very different to other children. They are also the starting point for a deeper conversation about how your child learns and how we can work together to ensure all children at Gilbert Colvin Primary achieve highly and do their best!

   
   
 
 

 

 

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