Our teachers are constantly assessing pupils informally: using information from pupils' talk, responses in class and their work to adapt lessons and activities both within and between sessions. This is to ensure that pupils are both appropriately challenged and receive additional support or instruction in order to maximise learning.
Assessment Materials
Pupils are assessed using the following:
STAR reading Test
This tracks progress in Reading through reading ages, and generates the ZPD range from which pupils select their books.
NFER Reading Test
This task is used termly to track progress in reading skills such as retrieval and inference.
Writing Assessment
5 pieces of writing per year are assessed against a set of criteria for each year group. The criteria grids have been developed using end of key stage assessment criteria and a range of other sources.
Maths Assessment
Pupils are assessed using the Assertive Mentoring test papers and objective system.
Foundation Subject Assessments
Children are assessed against several key objectives over the year. This can be per group, or feeding back on pupils that are attaining below or above expected. This is to make these systems manageable in terms of teacher workload.
STAR reading Test
This tracks progress in Reading through reading ages, and generates the ZPD range from which pupils select their books.
NFER Reading Test
This task is used termly to track progress in reading skills such as retrieval and inference.
Writing Assessment
5 pieces of writing per year are assessed against a set of criteria for each year group. The criteria grids have been developed using end of key stage assessment criteria and a range of other sources.
Maths Assessment
Pupils are assessed using the Assertive Mentoring test papers and objective system.
Foundation Subject Assessments
Children are assessed against several key objectives over the year. This can be per group, or feeding back on pupils that are attaining below or above expected. This is to make these systems manageable in terms of teacher workload.
How is this information used?
The most important part of the assessment process is how the information is used.
Our teachers use this to inform their planning - identifying whole class, group and individual skills that need to be developed and reviewing the best way for this to happen.
Our teachers use this to inform their planning - identifying whole class, group and individual skills that need to be developed and reviewing the best way for this to happen.
