Assessment Information for Parents

At Lincewood Primary School we use a range of different forms of assessment. These are briefly outlined below but if you require any further information please see our assessment policy, speak to your child’s class teacher or contact the assessment leader – Mrs Braithwaite.

  Assessment Methods:

- Formative Assessment

 Formative assessment is the daily assessment carried out by the class teachers to assess children’s progress and attainment. It does not include formal testing but instead looks at how well the children understand their learning. Teachers find out this information through a variety of different ways, for example, teachers will ask a range of questions in a lesson and judging by the children’s responses the teacher will assess if they require more support in understanding the learning, need to be further challenged or they are at the right point in their learning. Using this continual information, teachers will be able to re-direct their lessons immediately to meet the needs of the learners in their class. Teachers and other pupils provide children with constructive feedback that aims to move on and deepen the children’s learning. This is an essential part of the learning process and, as such, it should happen immediately or as close to completing the learning as possible. Feedback is given in a number of ways including written, verbal, self and peer feedback. Children are required to respond to the feedback and make amendments to their work through consideration of the comments.

 - Testing

 Children in each year group will participate in half term or termly tests in reading, mathematics and GPS (Grammar, punctuation and spelling). The utmost care is taken to ensure that the children are provided with any necessary access arrangements so that they are able to demonstrate their existing understanding in the tests. The test information is closely analysed and discussed so that the results can be used by teachers to plan the next phase of the children’s learning.

 - Ongoing assessments

 All of our other subjects are continually assessed throughout the year. For each subject, we have outlines of the end of year expectations and they are used to gauge how well children are progressing.

 - Tracking

 Test information, together with updated information about the children’s attainment and progress, is ‘tracked’ closely by the class teachers and the Leadership Team to ensure that every child is achieving the best that they possibly can. Once individual pupils have been tracked and discussed interventions may be put in place to support those that need extra help or to provide challenge for those that have been successful.

 Attainment is assessed against the National Curriculum end of year expectation statements for each year group. Each band is divided into six steps so that we are able to measure progress throughout the year with the expectation being that most children will achieve a secure step in their year band.

  The steps and bands for each year group are as follows:

 Year 1 1b 1b+ 1w 1w+ 1s 1s+

 Year 2 2b 2b+ 2w 2w+ 2s 2s+

 Year 3 3b 3b+ 3w 3w+ 3s 3s+

 Year 4 4b 4b+ 4w 4w+ 4s 4s+

 Year 5 5b 5b+ 5w 5w+ 5s 5s+

 Year 6 6b 6b+ 6w 6w+ 6s 6s+

 (b = beginning to work within the band; w = working within the band; s = secure within the band; s+ the skills required have been ‘mastered’ and the child is able to use those skills in a range of contexts)

 Statutory assessments:

 - Foundation Stage – baseline

 All children, on entry to the school, will be assessed on their skills and knowledge using a baseline test. Teachers build their knowledge of each child through their observations, interactions and every day activities which they then use to make a series of professional judgements about each child based on a clear set of assessment criteria from the EYFS profile.

 - Foundation Stage – end of year assessments

 At the end of their time in the Foundation Stage, all children are assessed against the Early Learning Goals. The children’s attainment at this time is reported to parents and is used to inform the work that they are assigned at the beginning of Year 1.

 In the Early Years Foundation Stage (EYFS) a profile is kept on every child’s progress. This is a report of the ongoing development and achievement of each child.

 The EYFS is broken down into seven specific areas of learning:

 • Communication and language

 • Physical development

 • Personal, social and emotional development (PSE)

 • Literacy

 • Mathematics

 • Understanding the world

 • Expressive arts and design

 Assessment is ongoing throughout the EYFS but the official profile is completed in the final term of Reception. The assessment takes place through teacher observation of children’s learning and development as they take part in everyday activities and planned observations where teachers spend time on a specific task with an individual child or small group. We actively welcome parents to contribute to their child’s profile and regularly request information on the children’s progress within the home setting.

 - Year 1 Phonics Screening

 Towards the end of Year 1, all children complete a simple test with a member of staff who is known to them to determine if they have met a set threshold in their phonetic knowledge. The children are required to read 40 phonetic words which consist of real and made up words. The children’s pass marks will be reported to you and you will be informed whether or not they have met the pass mark. Those children who do not pass in Year 1 will repeat the test in Year 2.

 - End of Key Stage 1 National Curriculum Tests

 Towards the end of Year 2 all children will sit a writing, reading and mathematics test (commonly referred to as KS1 SATs). These tests are marked by the class teachers and are used to support their existing knowledge of the child’s learning. An overall attainment level is reported to parents as a ‘Teacher Assessment’.

 - End of Key Stage 2 National Curriculum Tests

 In May of each year, Year 6 will sit reading, GPS and mathematics tests (commonly referred to as KS2 SATs). These tests are both set and marked externally. An attainment level is reported for both the outcomes of the tests and as a ‘Teacher Assessment’. For writing, only a teacher assessment is required which is based on the work completed throughout the year.

  Involving Pupils and Parents

 Pupils are continually involved in their learning through formative assessment strategies, self and peer assessment, sharing of targets and individual’s knowledge of what they need to do to improve their learning.

 We hold two formal consultation evenings a year (Autumn and Spring terms) where parents are invited to meet with the teachers to discuss their child’s attainment and progress. Pupils are encouraged to attend these evenings to take part in any discussions.

 End of year reports are provided in the Summer term where comments are provided on progress, attainment and attitude to school as well as results from any statutory assessments.

 We also hold a more informal ‘open evening’ which is held in the Summer term where children are invited to show parents their work and teachers again are available for discussions.

 In addition, we operate an ‘open door’ policy and parents are more than welcome to have an informal chat with teachers when they see them or to make an appointment at the office to agree a mutually convenient time.

 

Lincewood Primary School
Berry Lane, Langdon Hills,
Essex. SS16 6AZ

 

T: 01268 412888 - Jane Dyer or Adrienne Lewis

office@lincewood.essex.sch.uk

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