Assessment at Cranford Park

In 2014 a new National Curriculum was published by the government and schools have worked to implement the fundamental aims set by the National Curriculum in raising standards. Expectations of what children should achieve year on year are now much higher than they were before.

The DFE has published a set of core assessment principles to help schools prepare to implement new assessment arrangements for tracking pupil progress against the new National Curriculum. The document reminds schools that there will be no national system for doing this, but that schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress so that they can keep parents informed, enable governors to make judgments about the school’s effectiveness and also to inform inspections by Ofsted.

The document states that ‘effective assessment systems’ should:

  1. give reliable information to parents about how their child, and their child’s school, is performing
  2. help drive improvement for pupils and teachers, and
  3. make sure the school is keeping up with external best practice and innovation.

 

 

 

At Cranford Park, we have developed a system that builds on best practice nationally.   Using a combination of exemplars, portfolios, pupil interviews and regular observations, our teachers carefully assess the needs of each child on a continuous basis. 

Age Related Expectations

The school curriculum, and expectations set in teaching and learning are focussed around ‘Age Related Expectations’. These are skills and knowledge linked to the age of children within a year group, and how they demonstrate, contextualise, and link the skills and knowledge.

Age Related Expectations follow on from the assessment concepts of Early Years Foundation Stage (EYFS) where children are assessed at either ‘emerging’, ‘expected’, or ‘exceeding’.

In EYFS at Cranford Park, achievement is tracked, and teaching and learning focussed on the areas that children are working at either demonstrating that they are; ‘emerging’, ‘expected’, ‘exceeding’.

There are many factors that can determine where strengths and next steps lie. Children can be ‘exceeding’ in some areas of learning but ‘emerging’ in others.

In Years 1 to 6 our assessments will also be focussing on the attainment of children against expectations that are set for their chronological age.

Children will either be ‘working towards’ an Age Related Expectation, or they will be ‘working at’ the Age Related Expectation.  Children who are more able in a particular area may also be working at ‘At greater depth’ within the Age Related Expectation.

Ongoing assessment over the year means that we track every child individually and we know exactly where each child’s attainment is in relation to their Age Related Expectations, and what their next steps will be. Throughout the year children will be assessed and described as being: 'not on track', 'close to being on track', 'securely on track' or 'beyond'.

The aim is that the majority of children will be working at least at an Age Related Expectation by the end of each academic year.

Children with Special Educational Needs in the main, should work at Age Related Expectations in curriculum areas not affected by their needs. Their Educational Health Care Plans and other school interventions should be successful in them meeting their personalised objectives and targets.

Statutory Testing and Reporting

In Year 1, all children undergo ‘Phonics Screening’ to check that their phonics knowledge and skill is at or above a nationally expected standard. The outcomes of this screening are communicated with parents of children in Year 1.

If a child fails to meet the nationally expected phonics standard, they undergo the screening again in Year 2 where there is an expectation that children will meet the standard. This reported to the parents of those children.

In Year 2, children will be tested in Reading, Mathematics and Spelling Grammar and Punctuation (SPAG). Writing is teacher assessed and teachers will have to submit that children are either working at the Age Related Expectation in Writing, above it, or below it. This also applies for Science. This takes place and for most schools is timetabled by the school in May and June.

In Year 6, children will be tested in Reading, Mathematics and Spelling Grammar and Punctuation (SPAG). Writing is teacher assessed and teachers will have to submit that children are either working at the Age Related Expectation in Writing, above it, or below it. This also applies for Science.End of Year 6 testing takes place for all children nationally in a set week in May.

How Year 2 and Year 6 Outcomes will be Communicated and Published by the school and Department for Education in the Summer of 2016. However from 2016, end of key stage outcomes will be published using ‘Scaled Scores’. Scaled scores involve a national standard of 100.

A raw score is converted into a scaled score and a child who achieves a scaled score of 100 will have met the national standard.

An example of how progress could be measured is that a Year 2 child scoring a scaled score of 100 at the end of Year 2 and then 100 again at the end of Year 6, will have made adequate progress across Key Stage 2.

Parents will be informed if their child has reached the nationally expected standard/Age Related Expectation in each subject, as well as the scaled score achieved.

School performance will be based on the percentage of children reaching the nationally expected standards, and the progress made from their starting points, as well as the average scaled score.

 

A guide for parents giving more detail on Assessment at our school following the removal of National Curriculum Levels can be downloaded here.

 

Further information for Parents of children in Y2 can be found here.

Further information for Parents of children in Y6 can be found here.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Translate

English French German Italian Portuguese Russian Spanish
Copyright 2017 .