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Our aim at Sauncey Wood Primary School is to develop resilient independent lifelong learners. We believe the key purpose of assessment is to ensure that all children make at least good progress in their learning and achieve the high standards expected of them. Continuous monitoring of each child’s progress is necessary to provide an accurate picture of what the child knows and understands.
The principles that underpin assessment at Sauncey Wood are:
  • Assessment is at the heart of day to day teaching and learning it provides evidence to evaluate as well as guide teaching and learning and an opportunity for pupils to demonstrate and review their progress
  • Assessment is honest and balanced, outcomes are conveyed in an open, honest and transparent ways to assist pupils with their learning. Assessment judgements are moderated by experienced professionals to ensure their accuracy including County wide moderation
  • Assessment is ambitious; it places achievement in context against nationally standardised criteria and expected standard
  • Assessment objectives set high expectations for learners
  • Assessment is appropriate and draws on a wide range of evidence to provide a complete picture of pupil achievement
  • Assessment is consistent and judgements are formed according to common principles/criteria
  • Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; parents in supporting children with their learning; teachers in planning teaching and learning; school leaders and governors in planning and allocating resources.
  • Assessment feedback should inspire confidence and pupil self esteem as well as greater effort and a belief that, through hard work and practice, more can be achieved.
Through Assessment we aim:
  • Identify what children know and what they need to learn next
  • Inform planning (at school/class/group/individual level).
  • Measure individual’s/groups’ progress
  • Evaluate the effectiveness of teaching methods & interventions
  • Motivate pupils and teachers
  • Comply with statutory requirement and reach national standards
Assessment includes:
  • On going assessment; AfL and AoL against the EYFS (Reception) and National Curriculum objectives by teachers, and immediate interventions for any who are not making expected progress
  • Quizzes, Mindmaps, presentations
  • Effective and timely feedback (Verbal) from the teacher that identifies next steps in learning
  • Moderation of pupils work
  • Talk- sharing of knowledge and understanding
This information feeds into the assessments that are used to give an overall picture of the pupil’s progress these take place by, class, phase and subject towards the end of each term.
Parents receive an end of year report which indicates their child's progress towards age related expectations for each subject. In addition to our parent consultation evenings parents are welcome to make an appointment to see their child's class teacher at any point in the year to discuss their child's progress.
Phonics Progress Check
In Year 1, children undergo the national phonics progress check. Children are asked to sound out and read 20 words and 20 made-up words. The result of this check are reported to parents and the Department for Education.
Statutory Assessments
In Year 2, at the end of Key Stage 1, children are assessed in reading, writing and maths. The children's levels are reported to the Department for Education and to parents.
In Year 6, at the end of Key Stage 2, children are assessed in reading, grammar and maths using formal written tests. Writing is assessed from a range of the child's written work. The children's levels are reported to the Department for Education and to parents.
Assessment Without Levels
Under the new National Curriculum, National Curriculum levels no longer exist as the government felt that they were confusing to parents. Schools are expected to devise their own methods of assessment and reporting. Sauncey Wood has adopted the Hertfordshire assessment procedure.
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