Belvedere Junior School

The robust approach to assessment, reporting and monitoring is encompassed in The Belvedere School Development Planning Cycle. The Assessment Policy provides the rationale and brings clarity to the purpose and importance of assessment as the driver of pupil progress and the measure of effective teaching and learning;

‘Assessment is the means by which the progress, skills and knowledge of pupils is monitored and tracked.’

The policy further defines the importance of assessment:

• To define each learner’s ability: what the child knows understands and can apply
• To gain as full an understanding as possible of each learner’s skills level
• To gain a full understanding of the progress made by each learner
• To gain an awareness of the steps needed to continue progress of both skills and knowledge and to help these steps occur
• To enable teaching staff to plan and deliver learning opportunities which will ensure progression for learners
• To gain an understanding of the efficacy of teaching strategies
• To ensure continuity and progression throughout the school
• To reveal children's strengths and weaknesses
• To enable teachers to plan and deliver learning that is appropriately challenging to pupil’s attainment
• To communicate accurate information about the learner that is useful to teachers, pupils, parents, and other educational agencies
• To ensure early identification of children with SEN and gifted and talented

The staff at Belvedere are developing a wider range of strategies for assessing children’s work, through; professional development, peer support and observations, support from the LA adviser and Stewart Fleming staff, constructive feedback from lesson observations and work scrutiny to transform the policy into practice.

These strategies include:

• Observation - watching the children on task
• Working with guided groups
• Listening to, questioning/discussions with the children
• Photographing and audiotaping
• Examining children's written/recorded learning
• Marking children's learning
• Target setting and attainment
• Assessment notes for future planning
• Assessment for learning marking – next steps
• Traffic light cards / discs – assessment for understanding
• Formal testing to assess children’s skills and knowledge against standardised levels
• Work scrutiny

Summative assessment data is systematically recorded and tracked electronically through the use of Target Tracker, quality assured through the systems described in Section 3, with: standardised QCA termly tests in the core subjects, mock SATs, Pupil Progress meetings and moderation meetings.

The assessment co-ordinator creates and distributes a page for each class with the ‘on entry’ baseline data and class lists included. It is the responsibility of the class teacher to ensure that this page remains up to date and that data is entered efficiently.

We expect every child to make at least two sub levels progress during each academic year an APS of 4 compared with the national expectation of an APS of 3 at KS2. This will secure progress from a level 2B at the start of Year 3 to a Level 4B at the end of Year 6.

The data from the optional QCA tests for Years 3, 4 & 5 is put on to the year on year tracker. The assessment co-ordinator and the core subject leaders analyse the data, focusing on gender, ethnicity and individual levels. This helps to inform the school leaders of areas for future development and increased challenge. It also informs the school’s intervention strategy, which is responsive to the assessment tracking system.

Science assessments are carried out at the end of each unit of work through observation of investigative skills and knowledge testing. National Curriculum levels are awarded and recorded termly.

A foundation subject assessment grid will be formally introduced to be completed half termly, recording levels above or below the national expectations for all pupils. This level is judged through teacher assessment of the pupil’s knowledge and skills. Each child has an art portfolio that moves with them through the school and can be very useful for transition to secondary school.

Intervention programmes are frequently put in place to support or extend learning for children with particular aptitude or experiencing difficulty in making progress towards their targets.  The assessment data for children attending these groups is recorded as an entry level. This will include Booster Classes and setting arrangements.

The English and mathematics subject leaders set whole school targets with the Headteacher. These targets are then divided into the skills progression focus for each year group. The class teacher uses their professional judgement to divide these into the 6 half terms and to differentiate these across the ability groups of the class. The teacher then sets a specific termly target for reading, writing and mathematics with each child. These are displayed in the front of each pupil’s workbooks. Children self-assess their progress against these targets on three occasions and record progress. The teacher’s judgement is also recorded to validate the assessment, celebrate progress and achievement of the target.

Children in Year 6 judged by teacher assessment to be attaining within key stage or above take part in the KS2 SATs for reading, writing, spelling, science and maths during a specific week in May. These tests are marked externally and the results reported to the school and LA.  Year 6 children are working pre key stage are tested using the “Tests and tasks for those operating below the SATs levels”. If children are operating below this, teacher assessment is used to assess the child’s achievement on the P scales.

Assessment for Learning is a crucial factor in ensuring that the child is at the centre of the learning and a partner in the process. The importance of marking is emphasised in the policy on marking and referred to in all other policies on learning and teaching. At Belvedere we are committed to improve the use of assessment to inform our personalised approach to learning. We believe that the best response to children’s learning is personalised and immediate. However there are times when learning needs to be reviewed in the child’s absence. We believe that every piece of recorded learning needs to be assessed by the class teacher or teaching assistant to ensure that the child’s learning steps have been identified and that the future lessons are planned to develop the children’s learning progressively. This needs to be recorded to ensure that the children see their contributions as valuable.

The way in which work should be marked is detailed in the policy framework and clearly related to individual targets and lesson objectives. Children are an integral part of the assessment process through the ‘2 stars and a wish’ system of self- assessment and peer review. This gives them an opportunity to reflect on learning and understand the Learning Objectives. This skill takes time and patience to perfect but is crucial to the development of our children as active participants in their learning.

Reporting and partnership with parents is crucial to success for the child. Each parent/carer will have three formal opportunities each year to meet their child’s Teacher to discuss their progress and attainment. The pupil will be expected to be present at each of these meetings. These meetings will follow the successful ‘tried and tested’ model developed at Stewart Fleming. They will be kept under review by Belvedere Governors to ensure they meet the needs of parents and carers.

Autumn

This will be a ten minute evening interview in the first half of the Autumn Term, designed to allow the teacher and parent/carer to share any concerns or anxieties they may have regarding their child’s new class. Initial impressions will be shared and points to help the development of the child discussed.

Spring

This meeting will be conducted as an open, informal meeting where parents are able to meet the Teacher and look through their child’s books and work samples.

Summer

An informal open evening is held with an invitation for parents/carers to drop in and review the year following on from the publication of the child’s end of year report.