Downe Primary School

The Assessment Policy provides the rationale and brings clarity to the purpose and importance of assessment as the driver of pupil progress and the measure of effective teaching and learning;

‘Assessment is the means by which the progress, skills and knowledge of pupils is monitored and tracked.’

The policy further defines the importance of assessment:

• To define each learner’s ability: what the child knows understands and can apply
• To gain as full an understanding as possible of each learner’s skills level
• To gain a full understanding of the progress made by each learner
• To gain an awareness of the steps needed to continue progress of both skills and knowledge and to help these steps occur
• To enable teaching staff to plan and deliver learning opportunities which will ensure progression for learners
• To gain an understanding of the efficacy of teaching strategies
• To ensure continuity and progression throughout the school
• To reveal children's strengths and weaknesses
• To enable teachers to plan and deliver learning that is appropriately challenging to pupil’s attainment
• To communicate accurate information about the learner that is useful to teachers, pupils, parents, and other educational agencies
• To ensure early identification of children with SEN and those who are more able

The staff at Downe are developing a wider range of strategies for assessing children’s work, through; continued professional development, peer support and observations, coaching, constructive feedback from lesson observations and work scrutiny to transform the policy into practice.

These strategies include:

• Observation - watching the children on task
• Working with guided groups
• Listening to, questioning/discussions with the children
• Photographing
• Examining children's written/recorded learning
• Marking children's learning
• Target setting and attainment
• Assessment notes for future planning
• Assessment for learning marking – next steps
• Traffic light cards / discs / spots– assessment for understanding
• Formal testing to assess children’s skills and knowledge against standardised levels
• Work scrutiny

Summative assessment data is systematically recorded and tracked electronically through the use of Target Tracker, quality assured through the systems described above, with: half termly tests in the core subjects, mock SATs, Pupil Progress meetings and moderation meetings.

We expect every child to make at least six steps progress during each academic year; one step every half term.

The data from the half termly tests and on-going teacher assessment is put on to the year on year tracker. The assessment leader and the core subject leaders analyse the data, focusing on gender, ethnicity and individual levels. This helps to inform the school leaders of areas for future development and increased challenge. It also informs the school’s intervention strategy, which is responsive to the assessment tracking system.

Science assessments are carried out at the end of each unit of work through observation of investigative skills and knowledge testing.

A foundation subject assessment grid will be formally introduced to be completed half termly, recording levels above or below the national expectations for all pupils. This level is judged through teacher assessment of the pupil’s knowledge and skills. Each child has an art portfolio that moves with them through the school and can be very useful for transition to secondary school.

Intervention programmes

Intervention programmes are frequently put in place to support or extend learning for children with particular aptitude or experiencing difficulty in making progress towards their targets.  The assessment data for children attending these groups is recorded as an entry level.

Target Setting with Pupils

Each year group works with a corresponding band (ie Year one work on band one). Each child has their band stuck into their subject book and current targets are highlighted yellow. Once the child has achieved the target, the target is then highlighted green and signed off by the class teacher.

Reporting To Parents

Annual reports are sent home to parents at the end of the Summer Term - usually the beginning of July - to keep them informed about their children's progress. The report is a summary of the child's academic performance, attendance and achievements over the year. Parents are invited to acknowledge receipt of the report in writing and add comments as appropriate.

Parents are invited to school in the Autumn Term to meet the teachers and discuss their child's progress and how they can help support their learning at home.

Teachers keep parents informed about progress through the contact books, Reading Records and Homework Diaries, and welcome comments from parents in these books.

Parents are again invited to school during the Spring Term to discuss the progress their children have made half-way through the year. This is a particularly important meeting as it enables parents to help support their children in reaching their end of year targets.

Statutory Assessment Tests (SATs) for Year 2 and 6

Children in year six take part in the KS2 SATs for reading, writing, spelling, grammar and punctuation and maths during a specific week in May. These tests are marked externally and the results reported to the school and Local Authority. 

Children in year two take part in the KS1 SATs for reading, writing, spelling, grammar and punctuation and maths in May. These tests are marked internally and the results reported to the Local Authority.

A selection of schools are moderated by a nominated Local Authority each year to ensure that teachers judgements are correct. At Downe our nominated Local Authority is Bexley.