Assessment is the means by which the progress of pupils is monitored. It is a tool to inform planning and learning programmes. The main aim of assessment is to contribute to the educational process that helps all pupils become better learners and more confident people.
At Hagbourne, all elements of our day-to-day teaching practice feed into each other. We carefully plan learning opportunities that allow us to gain feedback from our pupils, which in turn enables us to plan for the next stages of their learning.
Why do we assess:
- To inform future planning by providing a range of information to help teachers plan work best suited to their pupils’ stage of development
- To assess children’s strengths and weaknesses and identify their next steps
- To ensure early identification of children with SEN
- To communicate accurate information about the child that is useful to teachers, pupils, parents and other educational agencies
- To comply with statutory requirements
Strategies for assessment and gathering evidence.
- Online Tapestry program to record photos of children who are Emerging, Expected and Exceeding in a Learning Objective (WALT)
- Feedback sheets used to record observations, group work, children’s responses
- Annotation on plans
- Objective grids for Reading and Maths
- Testing – SATs, Phonics screening, teachers’ own tests
- Reading ages (Salford Reading Age tracking)
- GL assessments (end of year tests in maths, reading and SPAG)
- EYFS assessments
- Phonic phase tracking
- Assessment weeks – work recorded in children’ individual assessment books.
Moderation is essential to ensure the quality assurance of teacher’s assessment. Moderation of reading, writing and maths takes place regularly throughout the year on staff meetings. Key Stage 1 and 2 staff consider and analyse children’s work against National Curriculum objectives. Stages of development, stated in the Foundation Stage Profile, are used in Reception. During term 5, Years 2 and 6 carry out statutory assessments during which staff assist with moderating the level of work.
Cross moderation takes place within the partnership at regular intervals.
Reporting pupils’ progress to parents
This is occurs in a variety of ways:
- Informal meetings initiated by parents or teacher
- In Terms 1, 3 and 6 all parents are offered the opportunity to meet with the child’s class teacher for a Parent / Teacher interview.
- Written Reports for all children are provided for parents towards the end of Term 6 each year
- Year 2 and Year 6 parents receive Teacher Assessments and SATs judgements in term 6