From September 2015 St. Andrews will be using the following assessment methods to track and monitor the progress and attainment of pupils.
At St Andrews, ongoing assessment is an integral part of the learning and development process. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Teachers also take into account observations shared by parents and/or carers.
Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).
In EYFS a curriculum is delivered that is tailored to our school and a ‘Teacher Assessment’ is made at the end of each term against the Prime and Specific areas of learning and in the final term of Reception staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:
On track – Meeting expected levels of development
Not on track – Not yet reaching expected levels of development
The profile is moderated internally (referring to the Development Matters guidance and our own in school curriculum documents) and in partnership with other local schools, to ensure consistent assessment judgements. The EYFS profile data is submitted to the local authority.
Some children attend our school nursery for more than 3 terms. For these children they are assessed as described above for their final three terms. The terms previous to this consist of a baseline assessment and an end-line assessment as well as half-termly assessments using the Leuven Scales and ‘long observations.’
KS1 and KS2
From September, children in Years One to Six are being assessed against Age Related Expectations (ARE). The national curriculum for Reading, Writing and Maths has been broken down into age-appropriate parts and written as ‘I can’ statements for the children to achieve. Upon completion of the EYFSP children move to Stage 1 where they begin working on Year 1 expectations (I can’s) this is described as entering or 1E as children demonstrate they are beginning to achieve the Curriculum statements for Stage 1. Once the children are achieving most of statements they are described as developing (1D) and when demonstrating confidence and mastery of these statements they are described as secure (1S).
It is generally expected that a child working in Year 1 will be working on Stage 1 and a child in Year 2 will be working at Stage 2 and so on.
If a child is working securely in the expectations for their age then the next step is to give them opportunities to demonstrate working at greater depth at this stage in their learning. For example, children will apply their knowledge and learning in other areas of the curriculum, or bring several bits of their learning together to tackle one problem. Beyond this children may begin to work at the next stage in their learning journey.
When reporting to parents children will be described as working below, at or above age-related expectations.