The Assessment Policy provides the rationale and brings clarity to the purpose and importance of assessment as the driver of pupil progress and the measure of effective teaching and learning;

‘Assessment is the means by which the progress, skills and knowledge of pupils is monitored and tracked.’

The policy further defines the importance of assessment:

• To define each learner’s ability: what the child knows understands and can apply
• To gain as full an understanding as possible of each learner’s skills level
• To gain a full understanding of the progress made by each learner
• To gain an awareness of the steps needed to continue progress of both skills and knowledge and to help these steps occur
• To enable teaching staff to plan and deliver learning opportunities which will ensure progression for learners
• To gain an understanding of the efficacy of teaching strategies
• To ensure continuity and progression throughout the school
• To reveal children's strengths and weaknesses
• To enable teachers to plan and deliver learning that is appropriately challenging to pupil’s attainment
• To communicate accurate information about the learner that is useful to teachers, pupils, parents, and other educational agencies
• To ensure early identification of children with SEND and those who are more able

At Belvedere Infant School there is a wide range of strategies for assessing children’s learning, progress and attainment through continued professional development, peer support and observations, coaching, constructive feedback from lesson observations and work scrutiny, in order to transform the policy into practice.

These strategies include:

• Observation - watching the children on task
• Working with guided groups
• Listening to, questioning/discussions with the children
• Photographing
• Examining children's written/recorded learning
• Marking children's learning
• Target setting and attainment
• Assessment notes for future planning
• Assessment for learning marking – next steps
• Assessment dots– assessment for understanding
• Formal testing to assess children’s skills and knowledge against standardised levels
• Work scrutiny

Summative assessment data is systematically recorded and tracked electronically through the use of Target Tracker, quality assured through the systems described above, with half termly tests in the core subjects, mock SATs, Pupil Progress meetings and moderation meetings.

The assessment leader creates and distributes a page for each class with the ‘on entry’ baseline data and class lists included. It is the responsibility of the class teacher to ensure that this page remains up to date and that data is entered efficiently.

In Year 2, we expect every child to make at least six steps progress during each academic year; one step every half term. In year 1, we expect pupils to make 5 steps, taking into account their transition from EYFS. 

The data from the half termly tests and on going teacher assessment is put on to the year on year tracker. The assessment leader and the core subject leads analyse the data and target individual pupils requiring additional support. This helps to inform the school leaders of areas for future development and increased challenge. It also informs the school’s intervention strategy, which is responsive to the assessment tracking system.

Science assessments are carried out at the end of each unit of work through observation of investigative skills and knowledge testing.

Intervention Programmes

Intervention programmes are frequently put in place to support or extend learning for children with particular aptitude or experiencing difficulty in making progress towards their targets.  These will take place throughout the school day.

Target Setting with Pupils

In KS1, each year group works with a corresponding band (ie Year one work on band one). Each child has their band stuck into their subject book and current targets are highlighted yellow. Once the child has achieved the target, the target is then highlighted green and signed off by the class teacher.

Statutory Tests

Children in year one will take part in a phonics screening check in early June. The results from these are reported to the local authority.

Children in year two take part in the KS1 SATs for reading, writing, spelling, grammar and punctuation and maths in May. These tests are marked internally and the results are used to support teacher assessment. These are then reported to the local authority. 

Reporting and Communication with parents/carers

Reporting and partnership with parents is crucial to success for the child. Each parent/carer will have three formal opportunities each year to meet their child’s teacher to discuss their progress and attainment. Parents also have the opportunity to meet with the Inclusion Lead if they have concerns about their child's development and learning.

Autumn

This will be a ten minute evening interview in the  Autumn Term, designed to allow the teacher and parent/carer to share any concerns or anxieties they may have regarding their child’s new class. Next step targets are discussed with parents/ carers and how they can help support their learning at home.

Spring

Parents are again invited to school during the Spring Term to discuss the progress their children have made half-way through the year. This is a particularly important meeting as it enables parents to help support their children in reaching their end of year targets.

Summer

This evening meeting will be a review of the year and follows on from the publication of the child’s report. This meeting will be used specifically for parents of children who have a specific concern or those that the teacher wants to see for a particular reason. These appointments will last for about ten minutes.

Reports

At the end of the summer term your child's class teacher will publish a formal report. This report will have full written sections on general attributes and successes, English, Mathematics, Science and ICT. Attendance data and the other National Curriculum subjects will also be reported on. Parents will be clear on the progress made through the termly meetings and tracking the individual targets and any intervention programmes for their child.

In Reception and Nursery, children's progress and attainment is assessed with due regard to the Statutory framework for the early years foundation stage which sets the  standards for learning, development and care for children from birth to five. 

The Department for Education (DfE) has published Development Matters, new non-statutory curriculum guidance which supports the delivery of the revised early years foundation stage (EYFS) statutory framework.

The new Development Matters, developed by Dr Julian Grenier  in consultation with a range of professionals across the early years sector offers a top-level view of how children develop and learn, and guides, but does not replace, professional judgement.

The guidance sets out pathways of children’s development in broad ages and stages but recognises the actual learning of young children is not so neat and orderly. The document encourages early years practitioners to use their knowledge to facilitate holistic learning and development and help children make progress and to improve outcomes for all children, especially disadvantaged children.