At Etz Chaim the key purpose of assessment is to move children on in their learning. Continued monitoring of each child’s progress gives a clear picture of what each child has learnt and how we can move learning forward. It is important that the teacher knows what has been learnt, what skills have been acquired and what concepts have been understood. This enables teachers to reflect on what children are doing and informs their future planning.
We use the term ‘attainment’ when referring to children’s levels of achievement (e.g. end of year test scores).
We use the term ‘achievement’ when we talk about the progress children have made.
Why do we assess?
Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against expected standards. Our assessments inform our immediate and long term planning. Our assessment gives:
Children - an understanding of where they are secure, what it is they need to do to address any gaps in their learning and the next steps needed to extend learning
Teachers - the detailed knowledge of their children’s achievements which they can use to inform future learning, planning and their teaching
Parents - regular reports on their child’s progress in meeting expectations and ensures that teachers, children and parents can work together to secure learning and raise standards for all children
School leaders and governors - information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school
Receiving schools - pupil information to support transition between schools
External agencies and partners - (such as DfE and Ofsted) the evidence that a school knows its children well and sets and maintains high standards in learning and teaching as part of the school’s public accountability to its children’s future
We all have high expectations of the children; we give them praise and encouragement; we aim to deliver a full curriculum which is aimed to develop the whole child. The emphasis is always upon what the individual child CAN do.
The teachers continuously assess the children as a natural, integrated part of their practice to understand where a child is (formative), so as to plan where to take the child on next, and to diagnose any difficulties (diagnostic). Detailed records are kept. The progress of all children is monitored closely through Headteacher meetings with staff, holding teachers to account for the progress of children in their class.
Formative assessment is on-going assessment in the classroom, on a day to day basis, using assessment for learning, which is a range of strategies used to assess understanding, skills and progress. How well the pupils are learning informs planning and next steps. Assessment for learning practices raises pupils’ awareness of what they are trying to achieve and how they can improve.
Formative Assessment can take many forms:
- Listening to and observing pupils – both informally and in planned scenarios.
- Looking at pupils’ work – spending time on marking and feedback in order to see if pupils are reflecting on learning.
- Planning for and observing pupils’ thinking and problem solving activities.
- Asking differentiated questions and listening to responses.
- Talking to parents, pupils and support staff.
At Etz Chaim we use Class Track for formative assessment. Class Track is an online pupil tracking system which allows us to monitor the children’s progress and attainment over time. Class Track allows all teachers to easily record and report on pupil’s attainment and progress against lesson outcomes for each year group in Key Stage One and Two. Pupils are regularly assessed against their year group National Standard statements throughout the year in reading, writing and maths. The following colours are used in Class Track to show the pupils’ understanding against these statements.
|NOT UNDERSTOOD||NEARLY UNDERSTOOD||UNDERSTOOD||EMBEDDED|
the child can achieve if directed
the child understands a single idea about the learning
the child can recall and reproduce learning
the child is aware of what they are learning and achieving and aiming for, has a go but makes mistakes
the child has several ideas about the learning
the child holds basic skills and concepts
the child has a strategy, knows why and when, can identify mistakes and begin to correct them independently
the child understands how their current learning links with other areas and uses this knowledge to support them
the child has strategies for thinking and reasoning
the child seeks feedback about their learning, acts as a role model and teaches others
the child can apply their learning to new contexts
the child can extend their thinking
The way in which we use Class Track is when an objective is taught but a child did not get the objective the teacher will mark it red. If they only partly achieved it but not sure they will mark it orange. If they have fully achieved the objective they will mark it green. If the individual can apply the objective in a number of different ways independently they can mark it purple for mastery as this is embedded. This system allows class teachers to identify the gaps in pupil’s understanding so they are informed of what Year Group objectives still need to be covered.
Summative assessment is formal assessing through the use of teacher assessment.
We assess the children 4 times a year:
- Autumn Mid Term (October)
- Autumn Term (December)
- Spring Term (March/ April)
- Summer Term (June/ July)
Deeper Learning on OTrack is the assessment system used at Etz Chaim for inputting and analysing data. Once summative assessments are completed, each pupil will be assessed against the national standards using all of the formative data as well as teacher assessment. On OTrack, the pupils will be assessed using the following criteria:
|ASSESSMENT||CODE||Percentage of Year Group Objectives achieved|
|Age Related Expectations have been Met||A||85-100%|
|Mastery||M||100% Year Group Objectives and at least 30% Mastery Objectives|
|Exceeding||E||100% Year Group Objectives and at least 60% Mastery Objectives|
Please click here to view OTrack’s website.
The outcomes of in-school summative assessments support teachers in making rounded professional judgements on the attainment of a child at a particular time in specific subjects/subject areas. In-school summative assessments inform teachers and leaders on attainment and progress within specific groups, classes, year groups and across school.
We use OTrack to set targets, track pupil progress and attainment in reading, writing and maths. The Leadership Team use O Track to monitor the progress and attainment of individual pupils, groups, classes or year groups and school as a whole. OTrack highlights children whose progress is below that expected and who may need additional support or intervention. This information is used in Pupil Progress meetings.
Termly Pupil Progress meetings are held between the Headteacher and class teachers to identify children and groups who are in danger of underachieving and to identify what these children need to learn to catch up and how this will be achieved. These plans are reviewed termly following the next summative assessments and regularly reviewed to look at impact and modify / change action if needed.
At the end of each academic year pupils are assessed against their end of year group expectations. We assess whether they are:
- working below age related expectations
- at age related expectations
- above age related expectations
By the end of the academic year, our expectation is that all pupils will be at national standard for their year group or above. The government has set an expectation of 85+%. Those pupils with SEND will have their own individual programme, which would be learning within the year(s) below. Pupils who are achieving national standards earlier in the academic year will be broadening their skills and understanding by using and applying their learning in a variety of contexts. These pupils will be classed as mastery.
Mastery is not just knowing a fact, but it is using that fact in increasingly more difficult situations. It is how skilfully a child can apply their learning. A child with better Mastery will score higher in the DFE's new 2016 tests (Year 2 and 6) than a child with lower Mastery, even if they know the same content.
The Phonic Screening Test at the end of Year 1
The Phonic Screening assesses children’s segmenting and blending phonic skills as part of early reading.
Please click here to find out more about the Year 1 Phonic Screen
End of Key Stage 1
The new 2016 KS1 Interim Teacher Assessment Framework will be used to teacher assess whether children are working at, towards or at a greater depth of the expected national standard in Reading, Writing Mathematics and Science. New Grammar and Spelling, Mathematics and Reading 2016 national KS1 tests will also be carried out in May 2016 to nationally assess children’s depth of understanding also.
Please click here to find out more about the new key Stage 1 SATs 2016
End of Key Stage 2
The new 2016 KS2 Interim Teacher Assessment Framework will be used to teacher assess whether children are working at, towards or at a greater depth of the expected national standard in Reading, Writing Mathematics and Science. Children will take the new 2016 statutory tests that assess whether they’ve achieved national expectations, which will be measured by a scaled score, derived from the raw score of the test. The 2016 tests will be in Grammar, Punctuation and Spelling, Reading and Mathematics and will be administered during the week commencing 9th May 2016.
Some assessments are carried out to identify particular progress or areas to develop. In line with the Read, Write Inc programme, phonic checks will take place at regular intervals (approximately 8 weeks) in order to assess the progress pupils have made and to ensure that pupils are being taught at the correct stage of the Read Write Inc programme.
We use OTrack to record the children’s progress during RWI. OTrack have created our own reports for our data that we input to show the children’s progress.
Foundation Stage – Nursery and Reception:
Assessment is ongoing throughout the EYFS, but the official EYFS Profile for each child is completed in the final term of Reception. The assessment takes place through teacher observation of children’s learning and development as they take part in everyday activities, and planned observations, where teachers spend time on a specific task with an individual child or small group.
There are three separate achievement levels assessed against each Early Learning Goal at the end of the Reception year:
- Emerging: your child is working below the expected level
- Expected: your child is working at the level expected for his age
- Exceeding: your child is working above the expected level
On leaving the Foundation Stage at the end of Reception, a child is considered to have a ‘good level of development’ if they have achieved at least the expected level in the Early Learning Goals in all aspects of PSED, Physical development, Communication and language, Literacy and Mathematics.
To ensure that EYFS levels are consistent within schools and nationally, the Profile is subject to moderation. This happens both internally, for example with other teachers and the headteacher, and externally, with the Local Authority taking a sample of a school’s Profiles to moderate. Etz Chaim will be externally moderated in May 2016.
When judging a child as exceeding, the Reception teacher will moderate with the Key Stage One teacher or Key Stage One Phase Leader to ensure that exceeding judgements are accurate.
We use OTrack to monitor and track the children’s progress across the Foundation Stage.
Tracking of Pupils
Pupils are tracked using Class Track and OTrack. Their information and data is stored electronically but it is all data protected and password protected. Class Track is updated regularly and OTrack is updated every term. Data is collated, tracked and analysed, ensuring that the teaching and learning is having an impact and pupils are consistently making progress. This is discussed with individual teachers at appraisal and pupil progress meetings, where pupils are identified for intervention, whether that is to support or extend learning.
Groups of pupils include: gender, disadvantaged, SEND and ethnicity. These groups are tracked termly and pupil progress meetings are used by the Headteacher and teachers to ensure that progress is being made. Interventions are used to support the learning of pupils who have or are in danger of falling behind in order to boost their learning. The interventions are reviewed in team meetings and impact is discussed. Provision and intervention for underachieving / disadvantaged pupils is monitored closely by the SENCO, Phase Leaders and teachers. Data and information from the SENCO and the Safeguarding Officer are reported termly to the Headteacher and governors.
Keeping Parents Informed
Reporting not only fulfils legal requirements but it is also a vital part of our relationship with parents and the wider community. Its purpose is to support, promote and celebrate the pupil’s learning.
Parents are welcome to speak to the Class Teacher about their child’s progress and are encouraged to support their child through home learning activities, reading and commenting in the home school liaison book.
We offer Parent Teacher Consultations in the Autumn and Spring terms where a child’s progress can be discussed with the class teacher and individual pupil targets shared.
Annual Reports are produced in the Summer Term. They are summative and informative, providing information on progress and achievements throughout the year. They inform parents of targets to focus on and information related to attendance. Parents are also invited in to discuss their child’s final report in the summer term.
SEN Parents Meetings three times a year to discuss targets and IEPs, Annual Reviews.
Full records are kept on all aspects of each child’s school life, and are available for parents to see. If parents wish to see any of these, please contact the Headteacher.
In addition to the more formal reporting, there is opportunity for personal contact with parents at the beginning and end of each day. This is seen as an important opportunity to develop a partnership between home and school.
What procedures will be in place to ensure assessment is rigorous?
We will draw on the expertise that is available in our school, locally and in partnership with other schools, and nationally as further information and guidance is made public. We will implement monitoring and evaluation procedures and maintain a continuing overview of the whole in-school assessment through:
Monitoring of pupils’ work
- Provide time for subject and phase leaders to carry out regular scrutiny of work to monitor pitch and expectations, coverage, marking and feedback in books and to review pupils’ progress with their teachers
- Senior leaders will carry out learning walks and lesson observations, review books and interview pupils about their learning and steps to improve
- Senior leaders will quality assure the strengths and weaknesses identified by staff following their own and subject or phase leaders analyses of progress and standards in learning
Moderation across year groups and phases of learning
- Provide time for key staff to carry out regular moderation of assessment and standards within and across key stages
- Set out clear expectations about marking and feedback to pupils that everyone puts into practice
- Collect examples of pupils’ work that highlight standards, common mistakes and effective assessment and feedback that staff can refer to when underrating moderation exercises
- Use past test papers and commercially produced materials to provide an independent check on how well pupils are doing and to compare outcomes against judgements made using a range of other assessment evidence
- Use item analyses of these tests to find out where there are areas of overall strength and weakness in pupils’ knowledge in order to inform how we organise and teach this in future
Pupil progress meetings
- Senior leaders and teachers together carry out a review of pupils’ progress in each class and identify the extent to which pupils are meeting expectations
- Analyse ongoing and past performance data against expectations to review and if necessary set new or revised targets for pupils to achieve and evaluate the effectiveness of intervention and assessment strategies
- Use the outcomes of the meeting to target intervention for groups and to review the provision map for pupils across the ability spectrum
Professional development and support
- Key staff attend local meetings to learn more about assessment and reporting arrangements
- Cross-schools moderation events provide an opportunity to ensure expectations are set at the right level and pitch
As further guidance is issued by the DfE we will amend our practices if required and keep parents informed of any changes that involve their children.
Please click here to view the Marking and Feedback Policy.