Assessment
How do we assess pupils’ learning at The Queen Anne ?
We gather a range of formative and summative evidence throughout the year to monitor progress and attainment.
Formative assessment (Assessment for 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 ongoing 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. Achievement is reviewed at the end of each term through work scrutiny, specific tests & checks and teacher judgement.
ASSESSMENT IN THE FOUNDATION STAGE
The Foundation Stage: the children participate in the Reception Baseline Assessment (RBA) within the first 6 weeks of starting in the foundation stage class at The Queen Anne.
Statutory Framework for the Early Years’ Foundation Stage
Towards the end of the Summer term, the E.Y.F.S. Profile is completed. The E.Y.F.S. Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for Year 1. The Profile reflects practitioners’ own knowledge and professional judgement of a child to inform discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.
Each child’s level of development must be assessed against the early learning goals. Teachers must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels(‘emerging’).
STATUTORY ASSESSMENTS IN KEY STAGE 1
At the end of Year 1, the children participate in the Phonic Screening Check.
STATUTORY ASSESSMENT IN YEAR 4
Towards the end of Year 4 , the children participate in the statutory Multiplication Tables Check
At the end of the summer term, teachers use their professional judgement to determine if the children in Year 1-Year 4 are working at expected age -related expectations with judgements of ‘below’, ‘at expected’ or ‘greater depth’.