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.
As a Trust, we use Arbor to report data in core subjects and are able to analysis this to identify pupils, groups or classes that need support. We use an online system to track pupils' progress across foundation subjects and use this information to target different individuals and learner groups.
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 Writing is assessed at the end of each term using a criteria list for each year group and the National Framework for pupils in Year 6. At the assessment point, teachers consider a range of independent writing when deciding if a criteria has been met or not.
Mathematics Assessment Tracking attainment and progress, pupils are assessed using NFER test materials on a termly basis. Teachers use formative assessment strategies daily such as marking, questioning and verbal feedback to support every child in their mathematics development.
Foundation Subject Assessments Children are assessed against several key objectives over the year recorded on our online system.
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.