Andover Street, Sheffield, South Yorkshire S3 9EF
01142 760 472
"Learning together, Learning to be together."
Assessment of pupils’ learning is very important and helps teachers to move learning forward so children achieve well.
The principles that underpin our assessment system are:
End of Key Stage Assessment
Nationally all children have to be assessed at the end of Foundation Stage, at the end of Key Stage 1 (Year 2) and at the end of Key stage 2 (Year 6).
In KS 1 and 2 children are assessed as:
They take tests set out by the Government and are given a scaled score to help parents understand how well the children have achieved.
If you want more information please see the attached guidance booklets from the DFE.
Assessment information for parents - KS1
Class teacher's will use a combination of the EYFS profile and their own baseline assessment to measure children's progress. We use a system called 2 Simple to help us.
EYFS profile data is used to:
Children in Nursery and Reception are assessed against the Prime and Specific areas of Learning in the EYFS profile, these are recorded on our on-line system, Early Essence. Assessments are based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:
How do we assess pupils' learning across school as a whole?
The DfE announced in 2014 that there would no longer be National Curriculum levels and that schools would have to set up their own way of assessing pupils. The school welcomed these changes in the National Curriculum in 2014 and saw it as an exciting opportunity to review our assessment and reporting systems to create a more holistic approach that makes sense to parents. We were very clear that whatever assessment tool we used, it needed to be robust and track pupils’ progress across the school and not just at the end of a Key Stage.
We spent a long time researching various different methods of assessing pupils, and we have had demonstrations of various commercial software tracking systems.
We have developed a very clear system which formally assesses twice each year, with children being judged as the following:
Sometimes children reach a higher standard. Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth.
We call this:
For more information on the age related expectations click here