Aycliffe Community Primary School Assessment Policy
Aycliffe Community Primary School is a community where children’s rights are learned, taught, practised, respected, protected and promoted. Pupils and the school community learn about children’s rights by putting them into practice every day.
• Article 28: Every child has the right to an education. Discipline in schools must respect children’s dignity and their rights.
• Article 29: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
• Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
• Article 13: Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
• Article 17: Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them.
Our school complies with all requirements of summative assessments within each key stage. Arrangements can be found within the DfE website at http://www.education.gov.uk/schools/teachingandlearning/assessment.
Our school is currently part of a multi-collaboration working party designing a response to assessing within the new national curriculum. The working party ethos is directed by the following criteria:
• Schools should work in collaboration, for example in clusters, to ensure a consistent approach to assessment;
• External moderation is an essential element in producing teacher assessment that is reliable and comparable over time;
• Schools should be prepared to submit their assessment to external moderators;
• Pupils should be assessed against objective and agreed criteria rather than ranked against each other;
• Pupil progress and achievement should be communicated in terms of descriptive profiles.
The working party has formulated criteria that describe pupils’ achievement at different points of their learning journey through the new National Curriculum. There are three learning steps in each year group and pupils who achieve the 21st step will have mastered the National Curiculum. The school moderates pupil’s work with other schools, both locally and within other collaborations.
Our schools also tracks pupils reading ages using the Salford Reading Test and tracks pupils phonic understanding through the Letters and Sounds phases.
We collect teacher assessment for Speaking and Listening, Reading, Writing, Mathematics and Science termly. This information is used to evaluate individual pupil progress and arrange additional support where necessary. We monitor the progress of all vulnerable groups within our school to ensure the achievement of all pupils. Data is discussed with teachers at termly Pupil Progress Meetings and Provision Map Reviews.
We use our school tracking sheets, which are designed, monitored and developed by our subject leaders, to inform both teacher assessments and pupils’ next steps. Each teacher compiles and maintains an assessment folder that contains up to date information on pupil progress, attainment and tracking of pupil’s progress through National Curriculum sublevels.
The core purpose of assessment within our school is to ensure teaching and learning is consistently good or better.
Good systems ensure teachers; pupils and parents know what skills, knowledge and understanding pupils currently can do and what they need to learn next. This enables teachers to plan effectively and pupils to engage with their learning.
To ensure this high standard of teaching and learning teachers provide feedback to pupils that recognises pupils progress towards success criteria, provides pupils with a model to improve their work, promotes self-assessment and sets pupil expectations.
When working with a focus group, the teacher gives written and oral feedback, marking work with the pupils. Pupils will be given clear expectations through feedback of high standards of presentation.
When marking for improvement the following approach is taken:
Green highlighter means the pupil has achieved the learning outcome Pink highlighter means that the pupil is being challenged to move onto a next step of learning Yellow highlighter means that the pupil needs to practice something again
In English, one piece of writing is marked for improvement each week. The developmental comment includes a model for the pupils to make their improvement. Pupils always respond to developmental feedback. Marking and feedback also focuses on spelling and the use of phonics.
In Mathematics, one piece of work is marked for improvement each week. The developmental comment includes a model for the pupils to make their improvement. Pupils always respond to developmental feedback. Teachers counter initial TA and pupil marking. Marking and feedback also focuses on key numbers facts and knowledge of tables.
In Science, after investigations, the write-up will be marked for improvement. Marking may focus on extending learning through open-ended questioning or clarifying process or knowledge. Pupils always respond to developmental feedback.
Pupils are encouraged to be part of the assessment process by reflecting on their progress towards success criteria in lessons, self-evaluation of personal learning and collaborative evaluation with learning partners.
Rules are formulated within each class to ensure the wellbeing of all pupils engaged in personal or peer evaluation.
We value and recognise the role of parents in their children’s education so our school shares information with parents to enable them to support their child.
Pupil targets are shared with parents on a termly basis. Formal and informal consultations are available to parents three times a year. Parents of the most vulnerable pupils in our school take part in termly structured conversations to maximise parental partnerships. The school provides an annual report for parents of their child’s achievements and next steps. Through all of this information we aim to enable all families to engage with their child’s personal development.
When a child transfers from our school to another, all relevant records are sent via a Common Transfer File, as well as their individual records and their most recent books as soon as possible.
The effectiveness of this assessment policy is monitored regularly through book monitoring led by subject leaders and reported to the governing body.
The school’s assessment policy is shared with all agencies the school works with to ensure all stakeholders understand the school’s approaches.
We recognise that all pupils are equal regardless of cultural or ethnic background, religion, social circumstances, gender, sexual orientation, ability and disability. The curriculum and whole ethos of the school demonstrates that diversity is understood, is welcomed and appreciated within the school. Equal opportunities means that all children have the right to a broad and balanced curriculum with which all pupils can engage and achieve.
John Dexter June 2016