“However, you are not complacent and are putting in place actions to further improve the progress of pupils.”
Ofsted, 20 March 2018
Children are engaged in self and peer assessment from an early age. They are shown how to look at their own and other children’s work, focusing on the positives, acknowledging success and setting targets to improve their learning.
From Year 2 upwards, each class will follow a code of conduct that the children have helped to develop about being an effective response partner. Children take part in lots of discussion about suitable responses to a piece of work and are shown how to assess a piece of work according to the success criteria that have already been shared by the teacher. Sometimes responses will be made orally and sometimes they will be recorded on a variety of different response sheets.
Children also set their own learning targets for the different skills and attitudes associated with our 6 Rs of learning. They then set out to achieve these targets and reflect upon their success. In Years 5 and 6, these targets are written and reviewed as part of ‘Becoming a Responsible Citizen’.
We monitor children’s progress in a variety of ways; both formally and informally. In the Early Years we monitor children’s progress predominantly through observation and discussion, centered on the Early Years Profile. This information is shared with the parents before the children go into Year 1. As children move through school teachers record many of their responses to the children’s learning in their books. Work is formally assessed on a termly basis and assessment judgments are moderated at staff meetings. At the end of Key Stage1, Year 2 children are formally assessed in Literacy and Numeracy and levels are reported to parents. In Key Stage 2 children are given optional Standard Assessment Tests to help inform teacher assessments. At the end of the Key Stage, Year 6 children are formally assessed through national SATs tests and these results, along with teacher assessments, are reported to parents. Some children in Year 6 are assessed in mathematics using the materials from ‘World Class Arena’.
Throughout the year and across school, we regularly hold pupil progress meetings to discuss children’s individual progress. This enables us to target appropriate support to groups of children and individuals.
During the Autumn Term formal consultations between teachers and parents are arranged for children in EYFS through to Year 6, to discuss how their child has settled in to the new year group and to share targets for the future. Towards the end of the
Spring Term the annual written report is sent to parents. A final formal consultation takes place in the Summer Term where parents have the opportunity to review their child’s progress with the class teacher.
If parents have any concerns at other times during the school year, they are encouraged to make an appointment to see the class teacher or other member of staff at a mutually convenient time.