How we assess your child at Aldersbrook
The principles that underpin our assessment are:
- Every child can achieve: teachers at Aldersbook have the mindset, ‘What do I need to do next to enable a child in my class to achieve?’
- The National Curriculum objectives will be used as the expectations for all children.
- Children will make age appropriate progress – 12 months in 12 months.
- School leaders and governors information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school
- Teachers are experts at assessment - assessment will be effectively used to ensure the correct scaffolding is built into lessons to ensure all children achieve.
In order to be ‘secondary ready’ children need to meet the required end of Key Stage 2 expectations; this is broken down into key outcomes for each curriculum year. We use the National Curriculum objectives to assess outcomes for children at the end of each curriculum year – for example:
- A child that has achieved all the objectives set out for Year 3 for English (and no further) would be said to be working at the end of Year 3 expectation for English.
- A child achieving half or so of the mathematics objectives for Year 5 would be classed as working at the mid-Year 5 expectation for maths.
- A child achieving only a few reading objectives for Year 1 would be classed as working at the beginning of Year 1 expectation.
Our assessment and reporting system includes:
- Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue.
- Children knowing what they are being asked to learn and more importantly, why.
- Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria.
- Pupil and teacher discussion with clearly identified next steps – this can be written or verbal feedback.
- Regular pupils’ work scrutiny and monitoring.
- Mid and end of year tests in Reading and Maths for Years 1-6. Writing assessed at the end of every half term and recorded in ‘Progression in Writing’ books.
Tracking progress over time
We will use a tracking device called ‘O-Track’ to record and track pupil progress over the year. There are seven steps for each year group:
We expect pupils to make at least three ‘steps’ across this scale over one academic year. As an example, children who are assessed as ‘W1’ at the beginning of the year are expected to be ‘At the National Standard’ by the end of the academic year. Children who are working below the year group expectations will be assessed according to the appropriate year group they are working at or ‘P-scales’- if they have specific Special Educational Needs.
The expectation is that children make 12 months progress in 12 months.
More Able Children
Rather than moving onto the next year’s curriculum these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.
The depth and application of a child’s learning is an important marker of their achievement and progress.
Early Years and Reception
Children in Nursery and Reception will continue to be assessed against the Prime and Specific areas of Learning in the EYFS profile.
Assessments will be 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:
- Emerging, not yet reached the expected level of development
- Exceeding, beyond the expected level of development for their age
Reporting to Parents
- Termly parent consultation meetings/pupil conference
- Annual progress test and statutory assessment outcomes reports (Website)
- Termly ‘Pupil Subject Development’ report
- End of year report
Please download the parent leaflets for your relevant year group: