Our Assessment System
The staff at Meldreth Primary have welcomed the changes in the National Curriculum and see it as an exciting opportunity to review our assessment and reporting systems to create a more holistic approach that makes sense to parents and pupils. We are very clear that the assessment tools that we use need to show children's next steps and allow progress to be tracked across the school and not just at the end of a Key Stage.
The principles that underpin our assessment system are:
- Every child can achieve: teachers at Meldreth have the mindset, ‘What do I need to do next to enable a child in my class to achieve?’
- The National Curriculum objectives will be used as the expectations for all children.
- Children will make age appropriate progress – 12 months in 12 months.
- Teachers are experts at assessment - assessment will be effectively used to ensure the correct scaffolding is built into lessons to ensure all children achieve.
In order to be ‘secondary ready’ children need to meet the required end of Key Stage 2 expectations; this is broken down into key outcomes for each curriculum year. We use the National Curriculum objectives to assess outcomes for children at the end of each curriculum year – for example:
- A child that has achieved all the objectives set out for Year 3 for English would be said to be working at the end of Year 3 expectation for English.
- A child achieving half or so of the mathematics objectives for Year 5 would be classed as working within the mid-Year 5 expectation for maths.
- A child achieving only a few reading objectives for Year 1 would be classed as working at the beginning of Year 1 expectations.
Our assessment and reporting system includes:
- Ongoing questioning, observation and dialogue by the class teacher throughout each lesson.
- Children knowing what they are being asked to learn and more importantly, why.
- Sharing success stars with the children during each lesson, work is then assessed against this criteria.
- Feedback from each pupil, their peers or teachers have clearly identified next steps – this can be written or verbal feedback.
- Regular scrutiny of pupils’ work.
All of the above will feed into 'Data snap-shots', these will take place at class and subject level three times a year, towards the end of each term.
Tracking progress over time
We track pupils' progress over time, against age-related expectations in each subject area:
- Secure, reflecting that age-related objectives have been achieved
We also assess the way pupils apply their learning. This is known as Mastery
- Mastering, showing that age-related objectives have been achieved and the child is working at a deeper level of understanding and
More able children
Rather than moving onto the next year’s curriculum these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.
The depth and application of a child’s learning is an important marker of their achievement and progress.
Early Years - Nursery & Reception
Children in Puffin class are assessed against the Prime and Specific areas of Learning in the EYFS profile.
Assessments will be based on observation of daily activities and events. At the end of their first year in school teachers will judge whether a child is meeting the level of development expected at the end of the Foundation Stage for each Early Learning Goal and this will be reported to parents/carers as:
- Emerging, not yet reached the expected level of development
- Exceeding, beyond the expected level of development for their age
Reporting to Parents
We use an online portfolio, Tapestry, to share our learning observations with parents and for parents to share those made at home with us. We report termly to parents, following each ‘Data Snap-shot’.
Discussions at parent, teacher, consultation meetings in the Autumn and Spring terms will be based on the assessment system in place for each age group.