Assessment

ASSESSMENT

Aims

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.

Principles

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.

ASSESSMENT

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Aims

Principles

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.

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.