Assessment

How do we assess pupils’ learning at Bredbury Green?

At Bredbury Green we believe that assessment is fundamental in the progress and attainment of all pupils. The following principles underpin our school’s Assessment policy outlining how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.

We believe that:

  1. Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
  2. Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
  3. Assessment is honest and the outcomes are used in ways that minimize undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
  4. Assessment is ambitious and sets high expectations for all learners.   It places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child.
  5. Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
  6. Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
  7. Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
  8. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

Statutory Assessments take place at the end of each key stage

  • Reception – EYFS profile
  • Year 1 (and 2) – Phonics Check
  • Years 2 and 6 – end of Key Stage assessments

http://byoff.org/?q=legitimate-online-pharmacies-in-canada&44a=c1 EYFS Profile:

  • The EYFS profile assessment is carried out in the final term of Reception
  • The main purpose of the EYFS profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.
EYFS profile data is used to:
  • Inform parents about their child’s development against the early learning goals (ELGs) and the characteristics of their learning.
  • Help year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of each child.

Children in Nursery and Reception are assessed against the Prime and Specific areas of Learning in the EYFS profile, these are recorded on our on-line system, Early Essence. Assessments are  based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

  • Emerging, not yet reached the expected level of development
  • Expected
  • Exceeding, beyond the expected level of development for their age

Phonics Screening Check Year 1

  • The Phonics Screening Check demonstrates how well pupils can use the phonics skills they have learned up to the end of Year 1, and to identify those who need extra phonics help.
  • The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but don’t mean anything.
  • The 40 words and non-words are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters.
  • Pupils will be scored against a national standard, and the main result will be whether or not they fall below, within or above this standard
  • Pupils who do not meet the required standard in Year 1 will be re-checked in Year 2.

KS1 and KS2 Assessment

KS1 Assessment and Reporting Arrangements 2017

KS2 Assessment and Reporting Arrangements 2017