How We Assess Children
We analyse and review what we know about each child’s development and learning, and then make informed decisions about the child’s progress. This enables us to plan the next steps to meet their development and learning needs. All adults, both in and out of school, who interact with the child, contribute to the assessment process.
This informs everyday planning and is based on on-going observation of each child’s achievements, interests and learning styles. Formative assessment may take the form of anecdotal observations between staff or more focused observations recorded in a specific format. Each family has a Tapesry account so school and home can share learning on a regular basis with annotated examples of work, photographs, and detailed observations etc. Children also regularly review their learning and talk about what they would like to learn about next, what they find hard and so on. In F2, children also have Literacy and Maths books which are quality marked with the child, with next steps being discussed and responded to immediately in the lesson.
Children in EYFS are assessed in the Foundation Stage using the Early Years Outcomes and the EYFS Profile. The Profile data is submitted to the local authority at times specified by them.
F2 children are also assessed with the Reception Baseline Assessment materials within 6 weeks of starting school.
Teaching and learning is monitored by Curriculum Leads through learning walks, lesson observations and pupil interviews etc.
KEY STAGE 1
All children are assessed at least termly in Key Stage 1. This is a summative assessment which reflects knowledge skills and understanding at a specific point in time.
Teachers use this information to analyse gaps in learning and inform future teaching.
At the end the year, Year 1 and Year 2 children are assessed in Reading, Writing, Maths, SPAG and Phonics (with Y1 completing the statutory Phonics Screening Check and Y2 also completing statutory SAT papers in reading and maths).
Children are assessed daily using the school’s marking and feedback policy. This is an ongoing, formative assessment which provides instant next steps for children to progress in their day to day learning.
We believe no child should be left behind and provide tailored, bespoke additional support for children who need extra help to meet expected standards or to challenge children to deepen learning to a mastery standard, wherever we are able to.