Key Principles underpinning Assessment

 These principles underpin our school’s vision and Assessment Policy on how we will assess all children whilst st St. Stephen's Infant School.

  • It provides clear evidence of children’s progress across year groups;
  • It provides accurate information on children’s progress and determine whether our assessment system is fit for purpose

 We believe that:

  1. Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
  2. Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
  3. Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
  4. Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
  5. Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
  6. Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
  7. Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
  8. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

 

Early Years Foundation Stage (EYFS) Assessment 

In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

The EYFS Profile provides teachers, parents and the Local Authority with reliable and accurate information about each child's level of development as they reach the end of the EYFS. This enables the teacher to plan an effective, responsive and appropriate curriculum that meets all children's needs and promotes achievement.

Each child’s level of development must be assessed against the early learning goals (ELG). Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). To achieve a ‘good’ level of development, children should meet the ‘expected’ ELG in the Prime Areas of Learning at the end of the EYFS.

Judgements against the scales should be made from observation of consistent and independent behaviour. These should be a mixture of children's self-initiated activities and teacher-led activities. 

 

Key Stage 1 Assessment

At St. Stephen’s Infant School we assess against age-related expectations for each year group.

Age-related expectations (AREs): 

  • Demonstrate how teacher assessment and a broad evidence range is integral to effective teaching and learning
  • Encourages a broadly based curriculum
  • Provides a fuller picture of pupils’ strengths and weaknesses
  • Give insights which directly inform future planning
  • Helps make connections between ‘Assessment for Learning’ and judgements relating to national standards
  • Engages teachers and learners in assessment to raise attainment
  • Offers a secure basis for pupil tracking
  • Supports transition of learners from one year group to the next

 

How do we assess 2019-20?

Reception

  • Pilot NFER Reception Baseline
  • Use of the Early Years Foundation Stage Profile (EYFSP).
  • Mid-year Pupil Progress Meetings
  • Use of the ‘Learning Journey’ for individual children
  • Individual Learning Journeys are created using 2Simple's 2 Build a Profile software. Evidence including: photos, short and long observations, annotated work etc (parents can access online).
  • Phonics records to track children’s progress across the phases of phonics progression document. This includes termly meetings as year groups to target children’s next steps.
  • Guided Reading records
  • End of year reports-including individual EYFSP score sheets
  • Thriving In School Well-Being Class grid

Year 1

  • ARE tracking sheets in Reading and Writing
  • Maths tracking sheet
  • Guided Group Record sheets
  • Children’s exercise books, including ‘Learning Journey’ in Y1
  • Phonics records, including termly meetings as year groups to target children’s next steps.
  • Mid-year Pupil Progress Meetings
  • Science, Foundation Subjects & RE assessment sheets
  • End of year reports
  • Thriving In School Well-Being Class grid
  • Phonics Screening Check (statutory, June 2019) 

Year 2

  • ARE tracking sheets in Reading and Writing
  • Maths tracking sheet
  • Guided Group Record sheets
  • Children’s exercise books
  • Science, Foundation Subjects & RE assessment sheets
  • Test materials [SATs papers] completed throughout May 2019 to inform/support Teacher Assessment (statutory)
  • End of year reports
  • Phonics records, including spelling tests, including termly meetings as year groups to target children’s next steps.
  • Mid-year Pupil Progress Meetings
  • Thriving In School Well-Being Class grid
  • Phonics Screening Check (for children who didn’t pass in Year 1) (statutory, June 2019)
  • Teacher Assessment Frameworks