Assessment and Reporting
At the Junior School we regularly track and monitor pupil progress through a variety of methods. Each pupil has an academic profile and targets are set in all subjects against age-related expectations.
In our Early Years staff use 2BuildAProfile software to create learning journeys and document significant achievements and milestones based on the statutory framework at early learning goals. In the final term of their Reception year, an EYFSP (Early Years Foundation Stage Profile) is completed for each child which assess their knowledge, understanding and abilities against expected levels, and their readiness for Year 1. This is assessed against the early learning goals of which the Primary areas are: Communication and Language (listening and attention; understanding; speaking), Physical Development (moving and handling; health and self-care), and, Personal, Social and Emotional development (self-confidence and self-awareness; managing feelings and behaviour; making relationships). The specific areas assessed are: Literacy (Reading and Writing); Mathematics (Numbers; Shape, space and measures); Understanding the World (People and Communities; The World; Technology); and Expressive arts and design (Exploring and using media and materials; Being imaginative).
Years 1 to 6
From Year 1 pupils are assessed by all staff using our online formative (ongoing) assessment tool, ‘Classroom Monitor’. This allows us to make judgements on attainment related to national objectives in all subjects using the new national curriculum. Our assessments are based on observations and written/oral/practical evidence demonstrated during lessons. As well as this, other informal assessment opportunities include hearing reading both individually, or in guided reading sessions; regular spelling tests, and KIRF (Key Instant Recall Facts) testing in Mathematics which form the basis of half-termly Maths targets.
Independent writing sessions occur weekly which are known as our ‘Big Write’. Each term we use this to assess each child’s writing against the standards of the new Oxford Criterion Scale, and child-speak targets are given to all pupils to aid progress. We also used PIRA (Progress in Reading Assessment) each term to plot progress in reading using age-standardised scores.
In Mathematics pupils undertake half-termly written assessments in arithmetic and reasoning. Along with the use of our online mark books, these allow us to assess attainment against age-related expectations.
From Year 3 we use topic related assessments in some subjects, such as Science, to assess pupil’s knowledge and understanding, as well as their ability to work scientifically. As with our Mathematics assessment, these are online and plot pupil’s progress over time against national expectations.
At the Junior School we also use summative assessments to assess attainment and progress. All pupils from Year 2 sit written papers which are marked internally during the summer term. These are SPaG (Spelling, Punctuation and Grammar), Reading and Mathematics. Our results are uploaded so we can compare them against national standards. Our Year 6 pupils undertake SAT papers which are internally marked as means of informing their next setting after the Junior School.
InCAS Tests for New Pupils
Finally, we use InCAS tests for all new pupils, as well as those beginning a Key Stage (in September) or ending a Key Stage (in June). These are computer-based assessments provided by CEM centre. InCAS (Interactive Computer Adaptive Assessment) provides detailed, age related diagnostic information on reading and maths ability, as well as developed ability (e.g. non-verbal and verbal reasoning). The tests change and adapt according to the performance of the child, and record results in terms of their age (e.g. they achieve a Maths age) or as an age-standardised score.
At the Junior School, each parent receives their unique log in to our Parent Portal. This allows access to a range of information, including our regular reports. At each half term a Pupil Development Report (PDR) is created. This includes a pastoral comment from your child’s form teacher and the pupil themselves. Subject staff report on their attitude to learning which is focused on Focus/Engagement in Lessons and Effort, Attainment and Home Learning based on a numbered score. Every term parents will receive a Pupil Progress Report (PPR) which includes comments from all subject staff as well as current attainment gradings and end of year targets based on age-related expectations.
The school encourages an open-door policy and is happy to meet with parents at any time to discuss their child’s progress. We also hold a Parent-Tutor meeting in the first half-term of the academic year to inform you of how your child has settled into their new class/school, and we hold a large Parent-Teacher consultation in the Spring term where parents have the opportunity to meet with all subject staff face to face.