Assessment of Progress and Attainment

We are committed to meeting the needs of all children by providing sufficient support and challenge based on accurate, day to day assessment of their abilities.

At Frederick Bird, a growth mindset and a personalised approach to gathering assessment information is integral to our practice. The principles that underpin our assessment system are:

  • Teachers constantly consider the next steps for each child in their learning journeys.
  • The National Curriculum objectives are used as the expectations for all children.
  • Children will make at least age appropriate progress – 12 months in 12 months.
  • Teachers are experts at assessment. Assessment information gathered will be used effectively to ensure the correct scaffolding is built into lessons to ensure all children achieve.

Our assessment and reporting system includes:

  • On-going assessment by the class teacher throughout each lesson, through questioning, observation and dialogue.
  • Children knowing what they are being asked to learn and more importantly, why.
  • Learning objectives which are discussed and agreed with or formulated by the children during each lesson.
  • Three- way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback.

From September 2014, Frederick Bird will be using the following assessment methods to track and monitor the progress and attainment of pupils.

Frederick Bird Primary School: The Achievement of Pupils 2015 – 2016

Children in Nursery and Reception will be assessed against the Prime and Specific areas of Learning in the EYFS profile.

Assessments will be based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

  • Emerging (not yet reached the expected level of development)
  • Expected
  • Exceeding (beyond the expected level of development for their age)

Upon entry into Nursery the children are assessed against the Early Years Foundation Stage Profile (EYFSP) within the first two weeks, to create a baseline measure of their abilities. Assessments are based primarily on observation of daily activities and events and take in a range of perspectives: the child, parents and school staff

All children who enter our Reception class undertake a formal baseline assessment which is completed during the first few weeks of children starting school. We use the NFER baseline assessment which we feel best fits with how we work. This will be used as a benchmark to track progress as a child moves through the school.

We use codes to track pupils’ progress over time, against age-related expectations in each subject area:

  • Beginning
  • Developing
  • Secure (end of year age-related expectation)
  • Exceeding (reflecting that age-related objectives have been achieved and the child is working at a deeper level of understanding and application)

Not all children will start at ‘Beginning ‘, it will depend on individual children and their needs. Each child will still have their own starting point as they progress through the school.

Children in KS1 and KS2 are assessed periodically and progress and attainment data is recorded Classroom Monitor curriculum-mapped online mark books.

Children who have securely met the end of year objectives will be assessed as exceeding or mastering objectives for their age group.  Rather than moving onto the next year’s curriculum, these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.

The depth and application of a child’s learning is an important marker of their achievement and progress.

These will have two aims – to provide standard information to parents and to give a picture of school performance. There will be different approaches to assessment through a child’s education and development, using the most appropriate approach for capturing children’s learning at each stage and to complement on-going teacher assessment:

  • a short reception baseline that will sit within the assessments that teachers make of children during reception;
  • a phonics check near the end of year 1;
  • a teacher assessment at the end of key stage 1 in mathematics; reading; and, writing, informed by pupils’ scores in externally-set but internally-marked tests (writing will be partly informed by the grammar, punctuation and spelling test); and teacher assessment of speaking and listening and science;
  • National tests at the end of key stage 2 in: mathematics; reading; grammar, punctuation and spelling; and a teacher assessment of mathematics, reading, writing, and science.

Discussions at the termly parent, teacher consultation meetings will be based on the assessment system in place for each age group. A summary termly report will be sent home in the autumn and spring term and a final annual report in the summer term.

What do teachers use to gauge children’s progress? 

Children’s independent work is the biggest indicator of what they can do and how they do it. Teachers use this on a daily basis to know and check pupil understanding and progress. Special pieces of work to inform assessment are set up throughout the year too. This is done alongside Reading age tests, short termly tests in reading, maths and grammar, punctuation and spelling, Phonic screening in year 1, and other tests in KS1, KS2 and the EYFS Profile.

How do all schools know that their judgements about progress and attainment match up with each other?

At Frederick Bird we work across the school and with other local schools to agree and ’moderate’ attainment levels. All schools also have external moderation from the Local Authority.

What happens when my child goes to Secondary School?

Secondary schools too will have their own systems and will work with the primaries to ensure that the systems work together, so there is continuity for children’s progress.