How do we assess pupils’ learning at The Queen Anne in Years 1-4?

There are two main forms of assessment, summative and formative.

Formative assessment (Assessment of Learning) gives information on how well a child is progressing to meet a given objective or target and provides information to assist the next steps. High quality first teaching ensures that ongoing assessment for learning is an integral part of the daily classroom context for all pupils. Teachers continually make assessments of children’s progress both during and after lessons. The on-going assessments are used to support children’s progress. Progress is assessed using a wide range of  evidence including questioning, discussion, analysis of work , written and oral feedback, observations, self-reflection and peer reflection.

Summative assessment (Assessment of Learning) gives information on how well an objective has been achieved at the end of a period of time.

At the end of each term, every class teacher is required to assess the children’s progress in reading, writing, mathematics.These assessments are then recorded centrally to enable staff to monitor pupil progress. These are largely summative assessments, but are used to identify particular strengths or weaknesses to be addressed in future learning.

At the Queen Anne, we use a range of evidence including classwork and standardised tests to track pupil progress and determine whether each child is on track to meet either a Good Level of Development ( G.L.D) in the Foundation Stage or on track to meet the end of year expectations in Years 1- 4.

You will have a formal opportunity to discuss your child’s learning in more detail at Parents Evening. However, opportunities for discussion at other times can be arranged individually with your child’s class teacher.