Assessment

 

“The programmes of study within the National Curriculum (NC) set out expectations at the end of each key stage...The curriculum must include an assessment system which enables schools to check what pupils have learned...whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.”

 

Taken from:  'National curriculum and assessment from September 2014: information for schools'

 

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Stokesay's Approach to 'Assessment Without Levels' - AWL, in Years 1-6

 

NB:  Stokesay's AWL approach to assessment began in Autumn 2015

(National Curriculum Levels were used prior to this date)

 

Stokesay assesses pupils' skills, knowledge and understanding against year group specific coverage from the National Curriculum in Y1-Y6.

 

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Teacher assessed  judgements are expressed and explained

to pupils and parents in the following way:

 
Is each pupil's skills, knowledge and understanding of the national curriculum expectations for each year group:


'Commencing, Developing, Secure, Advanced, or Deep?'

 

To access a 'Parents' Guide' detailing specific curriculum expectations for

each year group, please click here.

 

This guide for parents was sent home with all KS1 and KS2 pupils in Autumn 2015, together with a letter explaining how children will be assessed and how progress is measured in Stokesay (as detailed below).

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WHAT PROGRESS IS EXPECTED EACH TERM/YEAR IN Y1-Y6?

A 'full year' of AWL progress against these expectations is expected of every child in KS1 and KS2 (every year).

 

EXAMPLE: 

A pupil who finishes Year 5, achieving 'Year 5 Secure' and who continues to make expected progress throughout  Year 6 would be assessed as 'Year 6 Secure' at the end of Year 6, as below:

After Autumn Term of Y6 = "Year 6 Commencing" 

After Spring Term of Y6 = "Year 6 Developing"

After Summer Term of Y6 = "Year 6 Secure"

NB - Clearly, some pupils would be achieving more, or less than this example

 

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Attainment:

 

Key Stage 1:

 

- Year 1 pupils:  we ultimately aim for all Y1 pupils to reach a minimum threshold of 'End of Year 1 Secure' by year's end (to be on track to meet the end of KS1 expectations)

 

- Year 2 pupils: we ultimately aim for all Y2 pupils to reach a minimum threshold 'End of Year 2 Secure' by year's end (to meet the end of KS1 expectations)

 

Key Stage 2:

 

- Year 3 pupils:  we ultimately aim for all Y3 pupils to reach a minimum threshold of 'End of Year 3 Secure' by year's end (to be on track to meet the end of KS2 expectations)

 

- Year 4 pupils:  we ultimately aim for all Y4 pupils to reach a minimum threshold  of 'End of Year 4 Secure' by year's end (to be on track to meet the end of KS2 expectations)

 

- Year 5 pupils:  we ultimately aim for all Y5 pupils to reach a minimum threshold of 'End of Year 5 Secure' by year's end (to be on track to meet the end of KS2 expectations)

 

- Year 6 pupils:  we ultimately  aim for all Y6 pupils to reach a minimum threshold of 'End of Year 6 Secure' by year's end (to meet the end of KS2 expectations)

 

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How are these judgements made? 

 

Judgements are made using a range of the following:



- Published formal assessments (eg, LCP tests (reading, grammar, spelling, writing), Rising Stars assessments (Maths))

- Ongoing marking of work in pupils' books

- Ongoing teacher assessment (held in class teachers' ongoing assessment files)

- Regular reading age tests and reading 'benchmarking' assessments

- Results of weekly class ‘times-tables’ and spellings tests

- Regular spelling age tests

- Published phonics screening tests

 

 

How to ensure the robustness and accuracy of these judgements?


 
1)  Moderation:


Moderation of judgements to ensure consistency is vital, and we moderate our internal teacher assessments in the following ways:

 

a)  Internal Moderation:

- Informal moderation of judgements (during PPA time)

- Subject coordinators termly moderation of class teachers' ongoing assessment files.

- Termly written feedback to all teachers following this moderation

- Regular staff meetings, focusing on assessment and moderation of judgements

- Head of school moderates judgements termly once they have been entered into Itrack by class teachers.

- Termly 1:1 progress meetings are held between all class teachers and the Head of school, where accuracy of judgements is again discussed and checked.

- KPIs (Key Performance Indicators) are submitted and discussed at ESLT meetings of the MAT every month.



b)  External Moderation:

- Regular programme of SDG (Schools Development Group) meetings, specifically to moderate judgements.

- External LA moderation where appropriate (eg, 2014/15 and 2015/16, school had its Y6 writing judgements moderated, with excellent feedback noted).

- Attendance at local moderation meetings (LA)