Cranford Park

C of E Primary School

Courage  Respect  Peace

Assessment

At Cranford Park, ongoing assessment is an integral part of the learning and development processes.

Staff observe pupils throughout their daily activities to identify their level of achievement, interests and learning styles, as well as carrying out periodic, summative assessments.

At Cranford Park we carry out regular assessment of pupils’ progress so that we can:

  1. give reliable information to parents about how their child, and their child’s school, is performing
  2. help drive improvement for pupils and teachers, and
  3. make sure the school is keeping up with external best practice and innovation.

We have developed our own system that builds on best practice nationally.   Using a combination of exemplars, portfolios, pupil interviews and regular observations, our teachers carefully assess the needs of each child on a continuous basis.

Age Related Expectations

The school curriculum, and expectations set in teaching and learning are focussed around ‘Age Related Expectations’. These are skills and knowledge linked to the age of children within a year group, and how they demonstrate, contextualise, and link the skills and knowledge.

Age Related Expectations follow on from the assessment concepts of Early Years Foundation Stage (EYFS) where children are assessed at either ‘emerging’ or ‘expected’.

In EYFS at Cranford Park, staff observe pupils daily, and these observations are used to shape future planning. Staff also take into account observations shared by parents and/or carers.

At the end of the Early Years, children are assessed as  ‘emerging’ or ‘expected’.

There are many factors that can determine where strengths and next steps lie. Children can be ‘expected’ in some areas of learning but ‘emerging’ in others.

In Years 1 to 6 our assessments will also be focussing on the attainment of children against expectations that are set for their chronological age.

Children will either be ‘working towards’ an Age Related Expectation, or they will be ‘working at’ the Age Related Expectation.  Children who are more able in a particular area may also be working at ‘At greater depth’ within the Age Related Expectation.

Ongoing assessment over the year means that we track every child individually and we know exactly where each child’s attainment is in relation to their Age Related Expectations, and what their next steps will be. Throughout the year, children will be assessed and described as being: ‘not on track’, ‘close to being on track’, ‘securely on track’ or ‘beyond’.

The aim is that the majority of children will be working at least at an Age Related Expectation by the end of each academic year.

Children with Special Educational Needs should, in the main, work at Age Related Expectations in curriculum areas not affected by their needs. Their Educational Health Care Plans and other school interventions should be successful in supporting them to meet their personalised objectives and targets.

Statutory Testing and Reporting

In Year 1, all children undergo ‘Phonics Screening’ to check that their phonics knowledge and skill is at or above a nationally expected standard. The outcomes of this screening are communicated with parents of children in Year 1.

If a child fails to meet the nationally expected phonics standard, they undergo the screening again in Year 2, where there is an expectation that children will now meet the standard. This is reported to the parents of those children.

In Year 2, children will be tested in Reading and Mathematics. Writing is teacher assessed and teachers submit whether children are working at the Age Related Expectation in Writing, above it, or below it. This usually takes place in May.

In Year 6, children will be tested in Reading, Mathematics and Spelling Grammar and Punctuation (SPAG). Writing is teacher assessed and teachers submit whether children are working at the Age Related Expectation in Writing, above it, or below it. . End of Year 6 testing takes place for all children nationally in a set week in May.

End of key stage outcomes are published using ‘Scaled Scores’. Scaled scores involve a national standard of 100.

A raw score is converted into a scaled score and a child who achieves a scaled score of 100 will have met the national standard.

An example of how progress could be measured is that a Year 2 child scoring a scaled score of 100 at the end of Year 2 and then 100 again at the end of Year 6, will have made adequate progress across Key Stage 2.

Parents will be informed if their child has reached the nationally expected standard/Age Related Expectation in each subject, as well as the scaled score achieved.

School performance will be based on the percentage of children reaching the nationally expected standards, and the progress made from their starting points, as well as the average scaled score.

 

A guide for parents giving more detail on Assessment at our school can be downloaded here.

Further information for Parents of children in Y2 and Y6 can be found here. (Please note guidance has not been updated since 2019)