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Assessment

Our Vision and Values for Assessment

Underpinned by our school values and rooted in the EEF research, we believe in the following principles for assessment and feedback.  

 

  • Celebration: Recognising hard work and effort, motivating and supporting children to achieve their very best, whilst building self-esteem.  Creating an environment where learners feel encouraged to welcome feedback and where mistakes are valued as an approach to learning.

 

  • Collaboration: Working as a community to develop learning that lasts through peer and teacher feedback, based on the principles of kind, specific and helpful.  Scheduling time for children to respond to their feedback and opportunities for adults to reflect on and refine their practice, in our mission to fulfil the needs of every child.

 

  • Respect: Knowing and valuing each child, ensuring that feedback is delivered in a timely manner, appropriate to individual needs and collective understanding of the whole class.  Believing in the capabilities of every child - providing work that is pitched accurately and supporting them to flourish.
  • Responsibility: Ensuring that every child is supported to ‘learn for life’, fully aware of their learning goals, immersed in the standard to aim for and encouraged to be their best self.  Working as a school community to develop our practice – through careful and honest use of assessment to inform teaching and enhance learning. 

 

  • Service:  Upholding the principles of high quality inclusive teaching in order to meet the needs of every child, in every subject.  Holding high expectations for every child when planning, delivering and assessing learning across the curriculum – using effective methods to check for understanding and respond to misconceptions.

 

  • Truth: Ensuring that feedback moves learning forward, targeting specific learning gaps, as appropriate for every child, across the subjects.  Enabling children to articulate their strengths and next steps, while supporting parents to understand the achievement, attainment and heartfelt aspirations for their child.

 

Assessment Codes

The following codes are used to demonstrate children’s attainment.  Formative assessments are undertaken throughout a unit of work, informing next step teaching and learning.  Summative assessments are completed at the end of each term, across the subjects. 

 

The following assessment judgements are made in relation to age-related standards.

 

 

GDS

 

 

Greater Depth Standard

 

 

 

EXS

 

Expected Standard

 

 

 

CTS

 

Close to the Expected Standard

 

 

 

WTS

 

Working Towards the Expected Standard

 

 

 

BLW

 

 

Below the Expected Standard

 

 

To read our Assessment and Feedback Policy, please follow this link.

Assessment Outcomes: 2021

National curriculum assessments did not take place due to the coronavirus (COVID-19) pandemic. As a result of this, we are not able to provide end of year attainment assessments for 2021.

Assessment Outcomes: 2020

The Secretary of State for Education announced on 18 March 2020, that the 2019/2020 national curriculum assessments would not take place due to the coronavirus (COVID-19) pandemic. This means that all Key Stage 2 assessments and moderation were cancelled.  

 

As a result of this, we are not able to provide end of year attainment assessments for 2020.

Assessment Ouctomes: 2019

Below is a table of results which reflects the end of Key Stage 2 data in 2019, showing outcomes for our school in comparison to national figures. 

    Attainment Data in 2019:

    ARE represents Age Related Expectations

    GDS represents Greater Depth Standard

     

     

    School

    ARE 2019

    National

     

    School

    GDS 2019

    National

     

    Reading

    67%

    73%

    30%

    27%

    Writing

    72%

    78%

    42%

    20%

    Maths

    72%

    79%

    26%

    27%

    RWM

    53%

    65%

    18%

    11%

    GPS

    82%

    78%

    42%

    36%

    Average Scale Scores in 2019:

    A score of 100 represents a good level of attainment (age related expectations)
    A score of 110 and over represents high level attainment

     

    School Score

    National

    Score

    Reading

    103

    104

    Maths

    104

    105

    Progress since KS1 in 2019:

     

     

    Reading

    Writing

    Maths

    School Progress Score

    -2.6

    -1.0

    -2.8

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