At Pakefield we have welcomed the changes in developing our new curriculum inline with the new National Curriculum framework. This has required us to review our assessment and reporting systems to ensure that we know where each child is on our learning continuum.
Assessment without levels is still a relatively new concept and will continue to develop our practice to enables us to get it right.
Below are the main aspects of how we are now assessing children at Pakefield. We are very clear that whatever assessment tool we use, must be robust and track pupils’ progress across the school and not just at the end of a Key Stage.
- Every child can achieve and their attainment will be tracked each term. Progress points will also help to identify trends and trajectories.
- The National Curriculum objectives will be used as the expectations for all children.
- Children will make age appropriate progress – 12 months in 12 months.
- Teachers use assessment in lessons to ensure that learning is continually built upon.
- We complement our assessment procedures with the use of the Pixl strategy. This helps us to identify key children who are not on track for reading, writing and mathematics.
Our fundamental aim for our children to leave us in year six as being ‘secondary ready’. Children need to meet the required standard at the end of Key Stage 2. We use the National Curriculum objectives and interim framework to assess outcomes for children at the end of each curriculum year. For example:
- A child that has achieved all the objectives set out for Year 3 for English (and no further) would be said to be working at the end of Year 3 expectation for English.
- A child achieving half or so of the mathematics objectives for Year 5 would be classed as working within the Year 5 expectation for maths.
- A child achieving only a few reading objectives for Year 1 would be classed as beginning to work at the Year 1 expectation.
There are six steps in each year, these steps can be used to identify progress for each child. These are;
- Beginning +
- Working within
- Working within +
- Secure + (children apply their learning in a deeper context this is also known as mastery).
Children in Early Years and Year 1 are expected to make a minimum of 4 points progress across the year. Children in Years 2, 3, 4, 5 and 6 are expected to make a minimum of 5 points progress.
- Ongoing assessment by the class teacher and support staff throughout each lesson – you will be able to see in-depth questioning, observation and dialogue between all learners (including adults).
- Children knowing what they are being asked to learn and more importantly, why.
- Success Criteria are discussed and agreed with or co-constructed by the children during lessons, work is then assessed against the success criteria.
- Feedback from staff and children are given with clearly identified next steps.
- Burning questions are used to develop the children’s deeper understanding and thinking.
- Fortnightly key stage meetings enable staff to discuss expectations and consistency of standards.
- We are active members of the Active Learning Trust Hub of schools moderation team meetings. These helps us to guarantee consistency across reception, year two, year 4 and year six. These standards meetings are lead by senior leaders in schools.
Children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning in a variety of ways. Only a very small number of children will progress onto the year groups objectives. .
The depth and application of child’s learning is an important marker of their achievement and progress.
Children in Nursery and Reception will continue to be assessed against the Prime and Specific areas of Learning in the EYFS profile.
Assessments will be based on observation of daily activities, events, home learning and the characteristics of effective learning. At the end of Reception for each child, teachers and support staff will judge whether they have met the expected standard. Parents will be informed that their child is;
- Emerging, not yet reached the expected level of development
- Exceeding, beyond the expected level of development for their age