High quality assessment is at the heart of good teaching and at Cledford Primary School. Every pupil's progress is carefully assessed, monitored, tracked, recorded and reported in accordance with school policy and government guidelines. Target setting and identifying specific pupil level 'next steps' are an integral part of this process.
As a school we formally assess children in reading, writing and maths each term. In addition to this, pupils take part in statutory national assessments at the end of year 2 and year 6. Pupils in year 1 take a phonics screening test in June and pupils in their reception year are assessed against the Early Years Foundation Stage profile. The results of all statutory assessments are reported to parents annually.
Assessing Without Levels (AWL)
In 2015 the DfE announced that there would no longer be national curriculum levels and that schools would have to set up their own way of assessing pupils.
At Cledford Primary School pupils are assessed against end of year ARE (age related expectations). These expectations, in line with the National Curriculum, set out the minimum requirements a learner must meet in order to ensure continued progress throughout the year in line with age expected standards.
Pupils are assessed using on-going formative teacher assessments as well as more formal summative tests at the end of each term and a judgement is made about their attainment as follows:
- EMERGING - a child who is 'emerging' is working towards the end of year expectations for their age group
- MEETING - a child who is 'meeting' is secure in the majority of the end of year expectations for their age group
- ADVANCING - a child who is 'advancing' is secure in all of the end of year expectations for their age group and is able to use and apply their knowledge and skills confidently in different contexts
The national curriculum focuses on ensuring children have a breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is key. Rather than moving 'up' the stages, the focus is on moving 'outwards' or developing a deeper understanding.
A child's achievements, progress and targets for the future are discussed at Parent/Teacher meetings, which are in the Autumn and Summer terms; a formal report, which contains targets for the remainder of the school year, is sent home in the Spring term. We aim to establish a home-school partnership which supports and improves outcomes for pupils.
Assessment in the Early Years Foundation Stage (EYFS)
Children in EYFS are assessed against the Foundation Stage Profile and the seventeen ELG (Early Learning Goals). During reception, observational evidence in the form of written observations, photographs, annotated pieces of work (learning journeys) are used to capture children’s learning and to inform staff in planning next steps for pupils. At the end of reception, teachers report as to whether children are ‘emerging’, ‘expected’ or ‘exceeding’ for each ELG and whether they have achieved a good level of development.
The profile is available by selecting the link below.
An annual report of the child's achievements is sent to parents at the end of the spring term and a Foundation Stage profile is completed for each child during the reception year.