Assessment and Data

Assessment

The new National Curriculum has been statutory since Sept 2014. Summer 2016 was the first year when statutory assessment does not use levels.  The new National Curriculum is premised on the concept of mastery - something which every child can aspire to and every teacher should promote.  It is about deep, secure learning for all, with extension of able students (more things on the same topic) rather than acceleration (rapidly moving on to new content).  Effective assessment will clearly show how secure pupils are in their learning and prompt the teacher into planning the most appropriate next steps for learning.

The overriding principle of good assessment is that it should be clearly tied to its intended purpose. There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.  Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests.

As an organisation we promote these key Assessment Principles:

  • Assessment is at the heart of teaching and learning.
  • Assessment is fair and honest.
  • Assessment is ambitious and appropriate
  • Assessment is consistent.
  • Assessment outcomes provide meaningful and understandable information.

We view assessment as the starting point, not end point, for pupils’ learning. Continuous assessments are used by teachers to develop the next steps in pupils’ learning. Pupils then have an on-going dialogue about their ‘targets’.  Written and oral feedback is used, including pupil self-assessment and peer assessment of pieces of work and work is planned against age related expectations and the ability of the children.

Data
 
2016 - 2017 Summary of Data

 

KS2                 30 Pupils in Year 6

 

 

% of children who met age related expectations

 

% of children who achieved a high standard (Standardised score of 110+)

 

School

National

School

National

Reading / Writing and Maths Combined

48%

61%

0%

9%

Reading

57%

71%

19%

25%

Writing

(Teacher Assessed)

57%

76%

7%

18%

Mathematics

71%

75%

10%

23%

Grammar, Punctuation & Spelling

76%

77%

19%

31%

 

KS2 School Progress Data

 

School Progress Score

National Floor Targets

Reading

-0.8

-5

Writing

-1.5

-7

Mathematics

+0.3

-5

Average Scaled Score

 

School Scaled Score

National Scaled Score

Reading

103

104

Grammar, Punctuation & Spelling

106

106

Mathematics

103

104

 

KS1 SATS

 

% of children who met age related expectations

 

School

National

Reading

38%

76%

Writing

41%

68%

Mathematics

41%

75%

Year 1 Phonics Screening Test

 

2015

2016

2017

 

School

National

School

National

School

National

All Pupils

66%

77%

37%

81%

55%

81%

 

EYFS

End of EYFS (End of Reception) Good Level Of Development

 

School 2016

National 2016

School 2017

National 2017

Good Level of Development

23%

69%

43%

71%

Key Stage 2 School Performance Tables

Click the link below to access the School Performance Tables on the Department for Education website.