Assessment Statement

RATIONALE

Assessment tells us what we need to do to enable every child in our school to achieve.

At Hackney New Primary School there is an emphasis on putting what we know is right for children ahead of all else. We are mindful not to develop any ‘compliance anxiety’ amongst staff – rather to have the confidence that our assessment system has an impact on achievement and is worthwhile.

We do not think summative testing is the most insightful way to measure  a child’s achievement at the Primary stage. Therefore, value is placed with teachers and their professional judgement about what a child has learnt and what they can do over a teaching period.

Tests will, however, be used to inform these professional judgements and by the leadership team to moderate assessments made by teachers.

Why do we assess?

Pedagogical Decisions

Every interaction an adult has with a child in school is driven by or drives an assessment and each moment changes a child’s brain architecture. Great assessment comes from the strength of relationships built with a child over time and high quality teaching; adults using their intuition – what is right for that child at that point in time?

Accountability Agenda

All stakeholders – from parents to the DfE have a right to know how individual children and groups of children are performing. Governors and the DfE need to ensure we are delivering outstanding achievement for all children across the curriculum. Our Assessment system must give insight to this.

AIMS of this POLICY

In preparing children for a future we have no idea about, there may be many more important things to give a child than just the knowledge set out in the National Curriculum. This policy aims to set out:

What do we want children to be? as much as What do we want children to know?

What areas do we choose to assess?

“Assessment is the most visible expression of what we value as educators.” (Dubiel)

Hackney New Primary School defines a ‘successful learner’ as demonstrating the following the knowledge and skills that are not in The National Curriculum:

 

 

What do we record and why?

“There is no intrinsic value in recording formative assessment; what matters is that it is acted on.”

We are extremely mindful that every moment a teacher spends on an administrative task is moment when they are not actively engaged in a live assessment/teaching moment with a child, or planning for one.

The school’s records of assessment judgments will be the evidence of the children’s work in their books, in their practical learning activities uploaded to Tapestry and in the conversations external bodies are invited to have with children.

METHODOLOGY

Teachers should use assessment to establish children’s starting points within a session and across a teaching period so that they can best tailor the most appropriate next steps.

There are a number of forms this assessment can take

  1. Assessment as part of the continuous teaching process
  2. Summative Assessment
  3. Statutory Assessments
  4. Assessment Moderation – locally, internally, and from external consultants.

 

1 – Assessment to inform teaching

This continuous process of high quality questioning, observation and marking allows teachers to establish children’s understanding of a teaching point and swiftly act to tailor their response or design an activity to move the child on.

How do we evaluate children’s learning and progress at the end of a teaching period? (Summative Assessment)
At the end of a term teachers will answer binary questions about a child’s performance against curriculum milestones for the term. This information will be used to generate shared targets with parents and carers and will be carried out for all subjects.
In the Early Years, this is done at the midway point of the year and achievement is measured against their age in years and months and assessed development in years and months.

2 – Statutory Assessment

The following statutory assessments take place whilst a child is at Hackney New Primary School.

There is a statutory requirement to report to parents on their child’s achievement at least once each academic year. At Hackney New Primary School, we report to parents termly, and agree 3 targets for the child.

When What How does it take place?  
Start of Reception  BASELINE Assessment Observations of children over a 6 week period to establish what
May in Year 1 Phonics Screening Children are shown 40 words (20 real words, and 20 pseudo words) made up of the 44 sounds they will have learnt at school. This is carried out by an adult the children know well and are comfortable with and can be stopped and restarted as necessary over a one week period in May.
May in  Year 2 End of Key Stage 1 Assessment

All papers are externally set and internally marked.

* 2 x 30min Reading Papers.
*1 x 15 min Spelling Test
Grammar, punctuation and vocabulary test 2 x 10 minute tests
*1 x 15 min Arithmetic Paper
1 x 35 minute paper on wider maths
Children will receive a standardised score.

May in Year 6 End of Key Stage 2 Assessment  Papers are both externally set and externally marked.

*1 x 1 hour Reading Test
*45 Grammar and Puntuation Test
15 minute Spelling Test
*30 min Arithmetic Paper
40 min Mathematical Reasoning Paper

At the end of each academic year we will report a child’s achievement in relation to age related expectations e.g. AT, ABOVE or BELOW.

3 – Moderation/Benchmarking

Moderation is an assessment of our assessments. Teachers work with colleagues to agree what consitutes an assessment judgement. This takes place:

  • Termly within the school
  • Biannually with local schools
  • Annually with the Local Authority or other Education Advisor/Consultant

SUMMATIVE ASSESSMENT PROCESS EARLY YEARS

Children will be assessed:

  • At the point of Entry
  • 6 months later
  • At the end

They will be assessed against milestones which reflect the age-related expectation for the child at that point in time.

Children’s achievement can then be evaluated against both the ‘statistical typical’ and ‘age related typical’ standard.

  1. Starts with Wellbeing and Involvement (Leuven Scales)
  2. Characteristics of Effective Learning (CoEL)
  3. Areas of learning and development: Prime and Specific.

Teachers will be asked to make a judgement against milestone statements as a binary decision. The assessment is backed up by all of the high quality assessment that informs teaching and learning experiences evidenced in the classroom, speaking to the children and via the E-Learning Journal, Tapestry.

The expectation is that if children are meeting their milestones at the start, they will continue to do so, and in cases of outstanding learning will exceed their milestones.

HNPS leaders and Governors will be able to evaluate what proportion of individual children are meeting the:

  • Age related typical and the
  • Statistical typical

They will also be able to compare the achievement of different groups of children.

Progress will be measured in months of development compared with months since the last assessment e.g. X% of children have ma

 

SUMMATIVE ASSESSMENT PROCESS YEARS 1-6

At the end of Each Term

Children will be assessed against milestones which reflect the age-related expectation for the child at that point in time.

Children’s achievement can then be evaluated against both the ‘statistical typical’ and ‘age-related typical’ standard.

  1. Core Characteristics
  2. Core Beliefs
  3. Termly curriculum milestones in all areas of the curriculum

Teachers will be asked to make a judgement against milestone statements as a binary decision. The assessment is backed up by all of the high-quality assessment that informs teaching and learning experiences evidenced in the classroom, speaking to the children, in the work they have produced over time and in their Tapestry E-Learning Journals.

The expectation is that if children are meeting their milestones at the start, they will continue to do so, and in cases of outstanding learning will exceed their milestones.

Those who are exceeding their milestones in all areas on entry will be encouraged to deepen their skills and understanding which can mean, by consequence, accessing a higher level of content.

HNPS leaders and Governors will be able to evaluate what proportion of individual children are meeting the:

  • Age-related typical
  • Exceeding Age-related typical
  • Working at a higher age-related standard

They will also be able to compare the achievement of different groups of children each term and progress can be judged by comparison of one term’s achievement with the previous 3 term’s achievement.

Necessary, or GOOD progress, will be measured for individuals and groups as:

  • For those NOT AT age related expectations at the start of a teaching period, what percentage are now there. There will be individual case studies for children who have not closed the gap.
  • For those AT age related expectations, do they continue to work AT age related expectations?
  • For those EXCEEDING age related expectations, do they continue to exceed against new content each term and, as relevant, are they now accessing different age related curriculum content?

OUTSTANDING progress will be measured for individuals as:

  • Individuals or groups who continue to be AT age-related expectations over time
  • Children for whom the gap is closed from NOT AT age-related expectations to AT age-related expectations.
  • Children who were at AT age-related expectations and then EXCEED age-related expectations.
  • Children who were EXCEEDING age-related expectations and then access a higher age-related curriculum.

What purpose is data generated from our assessments intended to support?

Assessment data is designed to allow teaching staff to evaluate relative strengths and weaknesses of individuals and groups of children and to enable focused curriculum design to meet the next steps for children and groups of children according to what the assessment tell us.

Data generated also allows Governors and External Reviewers to see where teaching is having the most impact and where improvement or professional development might be needed.

Roles and Responsibilities

  • Teachers
  • Parents
  • Leadership Team
  • Governors

Reporting to Parents

  • Termly Structured Conversations – 25 minute appointments with target setting
  • Skype call

What we do with assessment information

Reporting to Governors

How do we evaluate our Assessment System?

At the end of summer, term staff will engage in a review of our assessment programme which will be presented at the Summer Term Governing Body meeting for scrutiny and challenge.

  1. Do we effectively assess our children’s progress against our curriculum?
  2. Does our approach to assessment enable us to assess the knowledge and skills that we think are really important?
  3. Do we review assessment with Staff, Parents, Governors.
  4. Is the approach to assessment based on an open and collaborative culture in the school?
  5. How do teachers provide effective feedback to children?
  6. Do stakeholders have the evidence they need?
  7. How do we make sure it is accurate and authentic?
  8. Does our assessment reflect the knowledge and understanding of child development and the way children learn?
  9. Is our assessment system manageable?

 

Please download our Assessment Statement (438Kb .pdf)