Assessment

Developing our new strategy in response to Curriculum 2014

Our key form of assessment throughout school is ongoing in the classroom through talking to the children, marking thier work with them as much as possible. We also encourage them to self and peer assess, to learn from their mistakes amd realise that as part of the learning process we make mistakes, we move on and we learn. Teachers evaluate planned work and make changes accoring to the needs of the children. Groups are fluid and support responds to the needs of individuals. We try to ensure that as much feedback as possible is given at the point of learning, though obviously some work will have to be read and marked minimally later in the day. We avoid over-marking when a child is not there, and prefer to help children to correct errors themselves, or re-teach a misconception to increase the learning experience. All work is read and marked by staff and is used to plan subsequent lessons.

Our teaching and learning is focused on the age related objectives for each year group, in maths, reading and writing. These are shared with the children, and are located in the front of their books. The children will be starting to use these this term in their self and peer assessment. In conjunction with class teachers, the children will evaluate whether they have met an objective. These will be shared with all parents at Parent Conversation meetings in October.

At the end of each term, teaching staff will use the children’s progress in their books, alongside test materials, to evaluate the proportion of objectives each child has met. By tracking this each term, we will be able to evaluate the attainment and progress of your child. This will be shared with you at Parent Conversation meetings, so that you know whether your child is at, above or below their age related expectations, and how you can support at home.

Please read the supporting documents which detail the age related expectations. These were shared with all parents last year at our parent meetings.