Welcome Back! This term's theme is TREASURE!                
Browse our site

Core Assessment Principles

South Ascot Village School

Core Principles for Assessment

 

Assessment is integral to high quality teaching and learning. It helps us to ensure that our teaching is appropriate and that learners are making at least expected progress.


Across our school we will ensure that;


·        Assessment is fair, inclusive and free from bias.

·        Assessment is open, honest and transparent.

·        Assessment secures high expectations for all.

·        Assessment is appropriate to age, task and desired information

·        Assessment is accurate and consistent.

·        Assessment supports comparison with other schools, both locally and nationally.

·        Assessment outcomes provide meaningful and understandable information for children, parents and school staff.

 

 

 Our approach to assessment

 

All staff are regularly trained in our approach to assessment.

We have a leader who is responsible for assessment.

Our assessment embodies, through agreed criteria, a pathway of progress and development for every child.

Assessment also places achievement in context against nationally standardised criteria and expected standards.


·      Our assessment processes support;

1.      pupils in their learning;

2.      parents in supporting children with their learning;

3.      teachers in planning teaching and learning;

4.      school leaders and governors in planning and allocating resources.

·       Judgements are formed according to common principles and process to ensure consistency and draws on a range of evidence.

·       Assessment judgements are moderated by experienced professionals to ensure accuracy.


Our method of assessment

·       

          Assessment serves many purposes, but the main purpose of assessment in our school is to help teachers, parents and children plan their next steps in learning.

·      We also use the outcomes of assessment to check and support our teaching standards and help us improve.

·       Through working with other schools and using external tests and assessments, we will compare our performance with that of other schools.

·      We will assess children against agreed and concrete descriptions of what a child is expected to know and be able to do, based on the National Curriculum descriptors. (currently awaiting national agreement)


1.   Assessment criteria are arranged into a hierarchy, setting out what children are normally expected to have achieved by the end of each year.

2.   The achievement of each child is assessed against all of the relevant criteria at appropriate times of the year.

3.   Each child is assessed as either: Emerging - 1; Working towards – 2; Met – 3; Exceeding – 4; Mastery – 5 against each relevant criterion contained in our expectations for that year.

4.   Emerging 1 and Working towards - 2 are classified as a child working towards age related expectations.

5.   Met 3 is classified as the child meeting age related expectations

6.   Exceeding 4 and Mastery 5 are classified as the child working above age related expectations.

7.   When a child is assessed as Emerging 1 or Mastery 5 additional provision will be considered.

8.   Working towards 2, Met 3 and Exceeding 4 children will have their needs met through support and/or challenge.

9.    Assessment judgements are recorded and backed by a body of evidence created using observations, records of work, photographs and testing.

·        

    Assessment judgements are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable and valid.

·      We are moderated externally by the local authority every 3 years.

·       Year 2 was externally monitored in June 2014

·       Year 6 was externally monitored in June 2015

·       Assessment is an element of the OFSTED and HMI inspection process.

 

Our use of assessment

·       Teachers use the outcomes of our assessments to summarise and analyse attainment and progress for their children and classes.


·       Teachers use this data to plan the learning for every child to ensure they meet or exceed expectations.

·       

    Teachers and leaders analyse the data across the school to ensure the children identified as vulnerable or at particular risk in this school are making appropriate progress and that all children are suitably stretched.

·      The information from assessment is communicated to parents and children each term within the separate child and parent consultations.

·     

         Parents and children receive profiles of what has been achieved and indications of what they need to do next.

·       

    We celebrate all achievements across our broad and balanced curriculum including sports and arts.

·     

         Life Skills achievements are also celebrated within our Behaviours for Learning and are reported to parents within the profiles and reports.

 

SEN

·       Children who have been identified as having special educational needs and are classified as SEN Support, have Statements or have Educational/Health/Care Plans may be assessed against a year below their chronological year group for English and/or Maths.

         

    This will enable teachers to show progress for all children despite their starting points.

·      

         Children will follow the national curriculum for all other subjects within their year group and be assessed accordingly.

 



  • South Ascot Village Primary School
  • All Souls Road,
  • Ascot
  • Berkshire
  • SL5 9EA
  • United Kingdom
  • Tel: 01344 622118
Governor Log In Admin Log In