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Assessment

At Wistaston Church Lane Academy we believe that knowing what each child has achieved, and what their next steps need to be, are crucial to helping them to succeed. We regularly assess the children in order to know this.

 

Assessment happens in different ways:

  • Through questioning and discussion and looking at learning in books, class teachers find out what children know and assess pupil progress from these using their professional judgement
  • Termly summative assessments in class
  • Statutory national assessments such as KS2 SAT tests at the end of Years 2 & 6 and the phonic screening test in Year 1

National changes to assessment

Following the introduction of a ‘mastery’ curriculum in 2014, children’s learning is now deepened and embedded to ensure they are really secure in it before moving on to new learning. As a result of assessment, teachers are able to adapt their lessons and the curriculum to make sure they are fully meeting the needs of the children. Additional interventions would be put in place for any specific needs identified.

 

Following the introduction of the new national curriculum, schools have been asked to develop their own system or to adopt a system that meets the needs of their learners. Schools must still be able to show evidence of the good progress that the children are making. At Church Lane we considered carefully how to proceed with this new assessment system.

How do we track and report the children's learning?

We use tracking software called 'Insight' to record assessments of the children in reading, writing, maths, science and more. Assessment data from both summative tests and class teacher assessments are inputted into Insight, and this provides and overall accurate judgement of the children's progress.

What headlines do we use to assess learning?

Our assessments show whether children are 'below', 'working towards', 'expected standard' or 'working at greater depth' against age-related expectations.

Below Meeting a small number of the current year group objectives; achieving objectives for a year group below the current age of the learner
Working Towards Meeting some of the current year group objectives
Expected Standard Consistently meeting the current year group objectives
Greater Depth Meeting all objectives; learning can be applied in a range of contexts and explained to others

 

When reporting pupil progress to parents, carers and external organisations we will use these terms as we believe they are clear, easy to understand, and accurately represent pupil's learning.

 

The headline is based on a mixture of teacher assessment and summative assessment.

How do we define expected progress at Wistaston Church Lane?

If a child is working at the expected standard in each year group then the child is making expected progress.

If a learner has specific learning difficulties then expected progress will be measured in a way that is specific to the child.

Teacher Assessment

Insight Tracking allows teachers to input teacher assessment data against the specific objectives for the year group. Teachers assess children's learning by assessing performance towards these objectives. Although this is recorded formally on Insight Tracking at the end of each unit of learning, formative assessment occurs on a daily basis.

 

Insight Tracking can provide a judgement of a child's average depth of learning. Average depth is used by class teachers to tailor learning by addressing specific needs in lessons. Average depth is not reported to parents, carers and external organisations.

Summative Assessments

We use summative assessments frequently to assess learning. We aim to play down our use of summative assessments with the children to try to limit pressure the children may feel. These assessments add to our teacher assessments in order to give a headline for each learner.

 

We use summative assessments in the following ways:

  • NfER assessments used in Autumn Term and Summer Term to measure progress in reading, SPAG and Maths (Years Three, Four and Five only)
  • Rising Stars SPAG assessments used half-termly (Not Y3-5 in Autumn 1)
  • White Rose Maths assessments used termly
  • Rising Stars Reading assessments used half-termly (Not Y3-5 in Summer 2)
  • Phonics assessments used half-termly (Reception to Year Three)
  • Science assessments used at the end of each learning unit
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