Aspire, Believe - Together Achieve
"Pupils thrive on the positive, aspirational approach"
"As confident young learners, pupils are ambitious for themselves and supportive of each other." Ofsted 2017
"Worship is invitational allowing pupils of no religious affiliation to contribute with integrity." SIAMS 2019
"Pupils are encouraged to think for themselves and to be curious." Ofsted 2017
"The school has achieved an award for extending pupils’ understanding of world religions." SIAMS 2019
"Your team are instilling a passion for learning that pupils find infectious." Ofsted 2017
Key Principles underpinning Assessment
These principles underpin our school’s Assessment policy on how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.
- It provides clear evidence of children’s progress across year groups;
- It provides accurate information on children’s progress and determine whether our assessment system is fit for purpose
We believe that:
- Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
- Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
- Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.
End of Key Stage Assessment
In Year 1 children are required to take a Phonics Screening check. This is a statutory requirement and gives an indication of children’s phonetic decoding skills Year 2 pupils take national SAT tasks and tests which are teacher assessed and moderated to ensure accuracy against national benchmarked criteria. Year 6 pupils take national SAT tests in English and Maths which are externally marked. These assessments are national requirements and while giving very useful information about progress and achievement we recognise they offer a ‘snapshot’ of attainment and reflect one aspect of a child’s education and learning.
All parents and carers receive an Annual Report in the Summer Term informing them of their child’s progress over the year.
Let Your Light Shine - Matthew 5:16