1. We assess children’s work in literacy by making informal judgements as we observe them through class discussions and by asking questions during each literacy lesson. On completion of a piece of work, teachers will comment as necessary.

When marking and monitoring children’s work each teacher will use the level descriptions in the National Curriculum to judge which level best fits a child’s performance in literacy. Each teacher is expected to provide constructive oral or written feedback. This feedback will serve as an acknowledgement of good work or it will enable children to identify where they need to improve further.

 

2. At the end of a unit of work, the teacher makes a summary judgment about the work of each pupil in relation to the National Curriculum level of attainment, and records the children’s grades. We use information as a basis for assessing the progress and as a tool for further planning.

 

3. All children sit annual optional sats papers or equivalent papers at the end of the year. A level reflecting the grade obtained from these tests and the grades achieved through ongoing assessments are logged annually on each child’s record of achievement and on a school database. This database is a clear aid in tracking a child’s progress throughout the school.

 

4. These grades also serve as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

5. The level attained is then sent home to parents in the children’s annual reports.

 

6. The class teacher keeps samples of children’s work in a portfolio. These demonstrate what the expected level of achievement is in literacy for each age group in the school.    

 

Reviewed February 2009

 

 

Crystal Gardens Primary School – Policies for Assessment

 

1. We assess children’s work in Numeracy by making informal judgements as we observe them in class and by asking questions during each Numeracy lesson in order to determine the level of understanding. When appropiate written tests (check ups) and activities will be set either during class time or for homework.

When marking and monitoring children’s work each teacher will use the level descriptions in the National Curriculum to judge which level best fits a child’s performance in Numeracy. Each teacher is expected to provide constructive oral or written feedback. This feedback will serve, as acknowledgement of good work or it will enable children to identify where they need to improve further.

2.  At the end of a unit of work, the teacher makes a summary judgment about the work of each pupil in relation to the National Curriculum level of attainment, and records whether a child has met the Numeracy objective or not. This will be recorded in the form of a tick sheet. Teachers will level children in accordance with this. We use information as a basis for assessing the progress and as a tool for further planning.

 

3. All children sit annual optional sats papers or equivalent papers at the end of the year. A level reflecting the grade obtained from these tests and the grades achieved through ongoing assessments are logged annually on each child’s record of achievement and on a school database. This database is a clear aid in tracking a child’s progress throughout the school.

 

4. These grades also serve as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

5. The level attained is then sent home to parents in the children’s annual reports.

 

6. The class teacher keeps samples of children’s work in portfolio. These demonstrate what the expected level of achievement is in literacy for each age group in the school

 

Reviewed February 2009

 

 

 

1. We assess children’s work in Science by making informal judgements as we observe them during lessons. Where appropiate assessment activities or tests will be set to ascertain the level of understanding. When marking and monitoring children’s work each teacher will use the level descriptions in the National Curriculum to judge which level best fits a child’s performance in Science. Each teacher is expected to provide constructive oral or written feedback. This feedback will serve, as an acknowledgement of good work or it will enable children to identify where they need to improve further.

 

2. On completion of a piece of work, the teacher marks the work and comments as necessary. At the end of a unit of work she makes a summary judgment about the work of each pupil. We use information as a basis for assessing the progress and as a tool for further planning.

 

3. This also serves as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

4. Teachers make an assessment of the children’s work in science at the end of each topic and summative level is obtained from these. We report the results of these tests to parents along with the teacher assessment that have been made whilst observing the work of children through the year.

 

5. The class teacher keeps samples of children’s work in portfolio. These demonstrate what the expected level of achievement is Science for each age group in the school.

 

 

 

Reviewed February 2009

 

 

 

1.Teachers assess children’s work in I.C.T. by making informal judgements as they observe them during lessons. Where appropriate assessment activities or tests during class time will be set. On completion of a piece of work, the teacher will mark it and comment as necessary. When marking and monitoring children’s work each teacher will use the level descriptors in the National Curriculum to judge which level best fits a child’s performance in I.C.T. Each teacher is expected to provide constructive oral or written feedback. This feedback will serve as acknowledgement of good work or it will enable children to identify where they need to improve further.

 

 

2. At the end of a unit of work the teacher will formally assess the children on the learning objectives covered. These attainment grades will be recorded and used as a basis for assessing the progress of the children and as a tool for further planning. We report the results of these tests to parents along with the teacher assessment that have been made whilst observing the work of children through the year.

 

 

3. These grades also serve as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

 

4. The class teacher keeps samples of the children’s work in a portfolio. This demonstrates the expected level of achievement in I.C.T. for each age group in the school.

 

 

Reviewed February 2009

 

 

1. We assess children’s work in Geography by making informal judgements as we observe the children during lessons by asking questions during each Geography lesson in order to determine the level of understanding. When appropriate written tests and activities will be set either during class time or for homework. Once the children complete a piece of work, we mark and comment as necessary.

Each teacher is expected to provide constructive oral or written feedback. This feedback will serve, as acknowledgement of good work or it will enable children to identify where they need to improve further.

 

2. Once the children complete a unit of work, we make a summary judgement of the work of each pupil. Results are logged against a learning objective tick list. We use these to plan future work with that pupil, to provide the basis for assessing the progress of the child, and to pass information on to the next year teacher at the end of the year.

 

3. This information also serves as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

4. Details of the child’s attainment are forwarded to parents in the annual school report.

 

Reviewed February 2009

 

 

 

 

 

 

1. We assess children’s work in History by making informal judgements as we observe them through class discussions and by asking questions during each History lesson. On completion of a piece of work, the teacher marks the work and comments as necessary. When marking and monitoring children’s work each teacher will use the level descriptions in the National Curriculum to judge which level fits best. Each teacher is expected to provide constructive oral and written feedback. This feedback will serve as acknowledgement of good work or it will enable children to improve further.

 

2. At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil. Results are logged against a learning objective tick list. We use these to plan future work with that pupil, to provide the basis for assessing the progress of the child, and to pass information on to the next year teacher at the end of the year.

 

3. These also serve as a means of identifying those children that are not achieving the level expected of them. This could be because they are struggling as they find the work too difficult and will need to be addressed.

 

4. Details of the child’s attainment are forwarded to parents in the annual school report.

 

Reviewed February 2009

 

 

 

 

 

1. Teachers assess children’s work in P.E. by making informal judgements as they observe the children during lessons. They record the progress made by children against the learning objectives for the lesson. At the end of a unit of work the teacher’s judgment is used to record children’s progress on a class tick list, against the National Curriculum levels of attainment. They record this information and use it to plan further work for each child. These records also enable teachers to make an annual assessment of progress for each child.

 

 

2. Details of the child’s attainment are forwarded to parents in the annual school report.

 

 

Reviewed February 2009

 

 

 

 

 

 

1. Teachers assess children’s work in Art and Design by observing them working during lessons. Teachers record the progress made by children against the learning objectives for the lessons on a class tick list. The teacher records the results each child has achieved and then uses this information to plan future work for each child. This method of recording also enables the teacher to make an annual assessment of progress for each child, as part of the child’s annual report to parents.

 

2. The Class teacher keeps evidence of the children’s work in a portfolio. This demonstrates what the expected level of achievement is in art and design for each year of the school.

 

3. Details of the child’s attainment are forwarded to parents in the annual school report.

 

 

 

Reviewed February 2009

 

 

1. Teachers assess the children’s work in P.S.H.C.E. and Citizenship both by making informal judgements as they observe during lessons and by doing informal assessments of their work. These assessments will be measured against the specific learning objectives set out in the National Curriculum. We have clear expectations of what pupils will know, understand and be able to do at the end of each key stage.

 

 

2. Teachers record the achievements of pupils in P.S.H.C.E. and Citizenship on an objective tick list.

 

 

3. We do not set formal examinations in P.S.H.C.E. and Citizenship. The assessments that we make of pupil achievement do not imply that a pupil has passed or failed.

 

 

4. Children’s progress is monitored and passed on to parents in their annual reports

 

 

Reviewed February 2009

 

1. Children are assessed on knowledge of duas and kalimahs and these are recorded on a tick list to check progress regularly.

 

 

2. We do not have formal assessments for the remaining Islamic Studies lessons however children are assessed on topics discussed through comprehension style questions at the end of a topic.

 

3. Parents are informed of children’s progress through the annual school reports.

 

 

 

Reviewed February 2009

 

 

Assessment is formative, diagnostic, summative and evaluative and an integral part of all teaching and learning activities.

Recording and reporting of children’s progress is the statutory duty for all teachers.

We believe there are two parts to assessment.

Assessment of learning and Assessment for learning.

 

o       Assessment of learning, which is used to make judgements about attainment. It is the duty of all teachers to keep record of each child’s achievements.

o       Assessment for learning which is the process of seeking and interpreting evidence for use by pupils and their teachers to decide where the pupils are in their learning, where they need to go and how best to get there. Assessment for learning is ongoing and an integral part of teaching and the learning process.

 

Assessment of learning finds out what pupils know where as Assessment for learning finds out what pupils know and then plans the pupil’s next steps.

 

 

o       To recognise and take account of the variety of prior experiences, learning styles and multiple intelligences of pupils.

o       To enable teachers to identify achievements and plan for future progress.

o       To ensure continuity and progression of children’s learning from the foundation stage to KS1 to KS2.

 

o       On entry to the Reception class pupils will be assessed using a baseline assessment.

o       A record must be kept of each child’s academic achievements, progress and other skills, which must be updated annually.

o       A National Curriculum level must be recorded for each pupil in Literacy, Numeracy and Science at the end of Key Stage 1 and at the end of Key Stage 2.

o       A written report containing achievements and future targets must be sent to each child’s parents at least once annually.

 

 

Planning should be of high quality, ensuring effective and efficient delivery of the curriculum at Crystal Gardens Primary.

In order to plan effectively teachers should be familiar with the programme of study.

The main areas of planning involve:

Lesson plans will be filed and kept in the office.

Assessments will be filed and kept in the office.

 

o       Evidence of assessments will be filed away in assessment files or books wherever relevant.

Monitoring is carried out in order to ensure that policies are put into practice, procedures are followed and planning, teaching and learning are of a high quality. It includes classroom observations by the Head teacher, senior teachers,or those nominated by the head teacher and scrutiny of teachers planning, pupils books and teachers records.

 

 

Records should be concise, accessible, manageable and meaningful. This could involve, marking, anecdotal evidence, check lists, storage of pupils work pupils records.

Reports should be informative, reflecting strengths and weaknesses. Included should be a summary of what the pupil has learned, positive achievements, progress made and areas for development. National Curriculum test levels of attainment will be included for Literacy, Numeracy and Science.

Reporting to the next teacher could be verbal or written but must take place, including the passing on of all records.

Reviewed February 2009