Assessment

 It is important that the working assessment tool adopted by a school records attainment and clearly shows the progress children make from their individual starting points. At Pyrcroft Grange Primary School we have chosen to use the assessment tool Pupil Asset. This system allows formative and summative assessment;

Formative assessment is commonly referred to as assessment for learning, in which the focus is on monitoring pupil response to and progress with instruction. Formative assessment provides immediate feedback to both the teacher and pupil regarding the learning process. Assessment for learning guides planning and daily teaching.

Summative assessment is commonly referred to as assessment of learning, in which the focus is on determining what the pupil has learned at the end of a unit of instruction or at the end of a term and in maths and reading involves a standardised test. Summative assessment helps determine to what extent the instructional and learning goals have been met.

Formative and summative assessment contributes in different ways to the larger goals of the assessment process.

 At Pyrcroft Grange Primary School we have divided the school academic year into 3 termly key assessment check points and each one is followed by a pupil progress discussion. These are led by subject leaders, who have analysed data and have selected children to observe in class, look at the pitch of lessons planned, monitor books, carry out pupil voice and have a professional discussion with class teachers. These are closely monitored by senior leaders.

At the end of each term the children sit a standardised test in Reading (Pira), SPAG (Pira) and Mathematics (Puma) and are given a scaled score that is interpreted as number between 1-7 on Pupil Asset. Teachers’ record on Pupil Asset what the children have achieved at that point in time as the tests are built to assess on the national curriculum coverage of the term just completed. Writing is a teacher assessment judgement, using the key descriptors and evidence on Pupil Asset for guidance.

Point

Standardised Scores

Teacher Assessment at this point in time

1

>90

Well Below

2

90 - 94

Below

3

95 - 99

Working Towards

4

100 - 105

Expected

5

106 - 110

Expected Plus

6

111 - 114

Greater Depth

7

115 - 120

Greater Depth Plus

Early Years

On entry to the Nursery or Reception we will use our professional judgement to assess the age band children are working ‘within’ across the EYFS 17 areas of learning and this forms a baseline assessment.  All children attending Pyrcroft Grange Primary School have a personal on-line Learning Journey called Tapestry which records photos, observations and comments, in line with the Early Years Foundation Stage. Tapestry assists with evidencing practical learning and assessment.

Key Stage 1 and Key Stage 2

  • Statutory end of Key Stage assessment in Years 2 and 6
  • Statutory Year 1 phonics screening test
  • Statutory Year 4 times table check
  • Standardised papers completed at the end of each term in reading, SPAG and maths in year groups 1-6
  • On-going assessment in core subjects including Science, using the multi tick option on Pupil Asset

Moderation

Moderation can be described as a dialogue between two or more teachers, and between teachers and other professionals, to agree and make judgments about what pupils understand, know or can do, and the extent to which they are consistent in demonstrating their understanding, knowledge and skills. Moderation within the school and across the Bourne Education Trust takes place on a regular basis.

Parents

Parents are regularly informed about their child’s progress through termly parent’s evenings and termly snapshot reports. The snapshot reports inform parents of their child’s attendance, their scaled score, teacher assessment, where they are at this point in time in relation to working towards, expected, greater depth, their next step and interventions that are taking place. Pyrcroft Grange Primary School operates an open door policy and discusses a child’s progress with parents on a regular basis.

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