Assessment is a continuous process integral to teaching and learning. It is how teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning, target setting and delivery to be more effective. It is also a method for children to be involved in their own development and aware of their individual assessment thereby raising attainment for every child.
Assessment Without Levels
Alongside the introduction of the new National Curriculum 2014, levels were removed for all year groups except Year 2 and Year 6 in September 2014. No levels for any year group from September 2015. At the end of KS1 and KS2 pupils will be given a scaled score and a ‘performance descriptor’ against the expected standard. We will assess pupils' progress towards the end of year expectations for each year group using the terms: Working Towards, National and Above/Mastery within their year group.
Principles of assessment are:
  • to provide information to support progression in learning through planning
  • to provide information for target setting for individuals, groups and cohorts
  • to share learning targets with children
  • to involve children with self assessment
  • to help pupils know and recognise the standards they are aiming for
  • to raise standards of learning
  • to identify children for intervention
  • to inform parents and other interested parties of children’s progress
  • to complete a critical analysis and self evaluation of the school in order to set challenging objectives for whole school improvement.
Assessment for Learning
Assessment opportunities, which are a natural part of teaching and learning, are constantly taking place in the classroom through discussion, listening, assessing and identifying the next steps in learning for the EYFS, assessing pupil progress to meet/surpass end of year expectations in reading, writing, GPS, mathematics and science, moderation of work, marking of work and formal assessments. It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what their targets are to help them improve.
To achieve this at Garton on the Wolds CE Primary School we will:
  • evaluate pupils learning to identify those pupils with particular needs (including those who are able) so that any issues can be addressed in subsequent lessons
  • adjust plans to meet the needs of the pupils, differentiating objectives where appropriate and directing support staff accordingly
  • ensure pupils are aware of the learning objective and the success criteria, and encourage them to evaluate their progress so that they understand the next steps they need to make in order to meet or surpass their end of year expectations
  • set individual, challenging targets in maths, reading, writing and science on a regular basis and discuss these with the pupils so that they are involved in the process
  • regularly share pupil’s targets with parents at each parents’ evening in order to work together in supporting their child’s learning
  • encourage pupils to evaluate their own work against success criteria based upon specific, key learning objectives
  • mark work so that it is constructive and informative in accordance with the marking policy
  • incorporate both formative and summative assessment opportunities in medium and short term planning
  • assess all subjects after the end of each unit in Maths, and half termly in Writing, Reading and GPS against the performance descriptors and assess whether the child is working towards expectations, meeting expectations or exceeding expectations
  • analysing the data and acting upon the findings in order to extend the learning of each child
  • Pass on the performance descriptors for Reading, Writing, GPS and Mathematics and class tracking grids to the next class teacher so children can continue to be tracked as they progress through the school
  • Use Assessment for learning strategies such as:
- working walls (children access the walls to extend their learning/add to the wall with their examples)
- individual target setting
- success criteria
- self and peer evaluation
- discussion and talk
- conditions for learning – display
- learning journey – children know what is next
- end of year performance descriptors
- marking and feedback – tickled pink and green for growth