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St Mary's Catholic Primary School

‘One family united in Christ to be the best we can be’

Assessment

At St. Mary's, assessment plays a fundamental part in teaching and learning, and we always strive to ensure that it is purposeful, accurate and rigorous. The purpose of this document is to explain our current assessment procedures and the principles which underpin them. We use a wide range of strategies to continually assess all of our pupils and to ensure that they are all making progress in line with their own ability, in all areas of the curriculum.

 

Assessment for Learning is ongoing assessment which is carried out every single lesson. It helps to inform planning because it allows teachers to identify gaps in learning and plan next steps. There are many different strategies we use at St Mary's for Assessment for Learning including: observing pupils at work, surgery time, oral feedback, written feedback, strategic questioning, peer and self-assessment. 

 

Summative assessment for Years 1- 6 is carried out on a termly basis. We formally assess in Reading, Writing and Mathematics. Data is put into our online assessment tracking tool, O track, and is then analysed by the Senior Leadership Team. Following this, 1-1 Pupil Progress meetings are held between the Assessment leader, Inclusion Leader and class teachers.

 

Reading

 

Assessment Grids for Reading are used as an ongoing assessment tool to track pupil progress throughout the year. They help us to measure pupils’ performance in reading against the age related expectations. Each year group, from Years1 to 6, has its own grid which is aligned to the relevant content of the National Curriculum (2014). Each grid consists of statements covering all of the content that pupils are expected to have mastered to be judged as working securely at the standard of a particular year group. All pupils are tracked individually on their own grid, which means that judgements are accurate and targets are personal. Children will not necessarily be working on the grid for their own year group; instead they will be working on the grid which matches their own reading ability. 

 

Teachers use the Assessment Grids throughout the year during reading lessons, group and 1-1 reading sessions. When pupils show they have mastered a particular reading skill, the relevant statement from the grid will be highlighted by the teacher. At the end of every term, teachers use the grid to make a judgement as to where each child is working within the national curriculum for reading. Depending on the number of statements highlighted, the child can either be judged to be ‘Beginning’ (B) the year group expectations, ‘Developing’ (D) the year group expectations, or ‘Secure’ (S) in the year group expectations. These teacher assessment judgements are then recorded on Classroom Monitor and analysed by the Senior Leadership Team.

 

 Assessment grids for Reading help teachers and pupils to work together to set targets and next steps in the pupil’s learning journey. Every child has a Jigsaw Target sheet for Reading stuck inside their Reading Journal. 

 

Writing 

 

 Assessment Grids for Writing are used as an ongoing assessment tool to track pupil progress throughout the year. They help us to measure pupils’ performance in writing against the age related expectations. Each year group, from Years1 to 6, has its own colour-coded grid which is aligned to the relevant content of the National Curriculum (2014). Each grid consists of statements covering all of the content that pupils are expected to have mastered to be judged as working securely at the standard of a particular year group. 

 

Throughout the year, as teachers see evidence that a pupil has a skill embedded securely within their work, then they will highlight that statement. At the end of every term, teachers use the grid to make a judgement as to where each child is working within the national curriculum for Mathematics. Depending on the number of statements highlighted, the child can either be judged to be ‘Beginning’ (B) the year group expectations, ‘Developing’ (D) the year group expectations, or ‘Secure’ (S) in the year group expectations. These teacher assessment judgements are then recorded on OTrack and analysed by the Senior Leadership Team.We also use PUMA comprehension tests termly to support our teacher assessment judgements.

 

 Assessment grids for Writing help teachers and pupils to work together to set targets and next steps in the pupil’s learning journey. Every child has a Jigsaw Target sheet for writing stuck inside their English book. Children are set one or two personal targets at a time which will be worked on to help move the child forward and improve their writing. These targets will be reviewed and changed regularly.

 

Mathematics

 

 Assessment Grids for Mathematics are used as an ongoing assessment tool to track pupil progress throughout the year. They help us to measure pupils’ performance in mathematics against the age related expectations. Each year group, from Years1 to 6, has its own colour-coded grid which is aligned to the relevant content of the National Curriculum (2014). Each grid consists of statements covering all of the content that pupils are expected to have mastered to be judged as working securely at the standard of a particular year group. All pupils are tracked individually on their own grid, which means that judgements are accurate and targets are personal. Children will not necessarily be working on the grid for their own year group; instead they will be working on the grid which matches their own mathematical ability. 

 

Throughout the year, as teachers see evidence that a pupil has mastered a particular skill, they will highlight the relevant statement. At the end of every term, teachers use the grid to make a judgement at where each child is working within the national curriculum for Mathematics. Depending on the number of statements highlighted, the child can either be judged to be ‘Beginning’ (B) the year group expectations, ‘Developing’ (D) the year group expectations, or ‘Secure’ (S) in the year group expectations. These teacher assessment judgements are then recorded on OTrack and analysed by the Senior Leadership Team.We also use PUMA comprehension tests termly to support our teacher assessment judgements.

 

 Assessment grids for Mathematics help teachers and pupils to work together to set targets and next steps in the pupil’s learning journey.

 

Moderation

 

In order for us to quality assure our judgements, we undertake a number of moderation sessions across the year. This includes year group moderation, cross-phase moderation and whole school moderation within our own school, as well as moderation across the federation and cluster of schools. During these sessions, we look at and compare a selection of pupils’ work and agree an overall judgement for those particular pupils.

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