Hagbourne CE Primary School

ASSESSMENT POLICY

Reviewed January 2017

‘Tell me and I forget. Teach me and I remember. Involve me and I learn.’

Benjamin Franklin

INTRODUCTION

We believe that all children can succeed by constantly improving on their personal best.  

Successful teaching and learning requires careful planning based on assessment of children’s learning and clear WALTs (learning objectives) and Success Criteria. There should be a variety of strategies for differentiation, so that the curriculum is accessible and learning experiences meet the needs of, and provide challenges for, all pupils.  Children need to know expected learning outcomes, and have resources available to support their learning.  Pupils must be involved in reviewing their work through effective feedback both written and verbal.  Effective learning involves an active partnership between pupil and teacher within a supportive environment.

THE ASSESSMENT CYCLE

Good assessment follows an intentional and reflective process of planning (What do I want students to learn?), teaching and learning (How do I teach effectively?), feedback and actions (Are my outcomes being met?) and assessment (How do I use what I've learned?)

This policy takes each of the four parts and explains how this is approached at Hagbourne CE Primary School.

PLANNING

Planning must follow the long term curriculum plans.

Agreed weekly planning proformas must be used for English and Maths.  There is no need for any individual detailed lesson plans.

Planning must take account of the previous learning to ensure progress and tasks that challenge children and require them to think.  

Planning must show:

TEACHING AND LEARNING

There is no expectation for a lesson to be a particular structure.

Lessons should:

Self – self assessment.

Partner – peer assessment.

Other – other person, visualiser, Teaching Assistant.

Teacher.

Teachers must have the highest expectations of the standard of work which will be produced by all pupils at all times.  Writing produced outside the daily literacy lesson, for example, will be of the same standard and quality of that produced at the end of a unit of dedicated literacy work.  

Children must be taught how to present work in books and teachers must follow the handwriting policy:

Effort and progress should be recognised and rewarded and celebrated in line with the Behaviour Policy and our 4 main Christian Values of Respect, Responsibility, Care and Courage.

FEEDBACK AND ACTION

The purpose of feedback is to allow children to reflect on their learning, and let them know how to improve further.  It should involve the children, and encourage them to play an active role in their own learning.

Feedback may be given in two forms:

Feedback is completed:

During the lesson through discussion with individuals or groups of pupils and children responding using the purple pen.        

During whole class learning ‘SPOT checks’ to discuss progress made (sometimes using a visualiser / child’s work).

At the end of the lesson or as soon as possible after the end of the lesson.  This is to ensure that children are given feedback about their learning as close as possible to the learning being completed to avoid mis-conceptions becoming embedded.

After a SPOT check, children will make corrections or improvements with a purple biro.

Teacher and TA will comment using green biro.

Children marking their own or a partner’s work will use a coloured pencil and be taught to mark sensibly especially in other children’s books.

By marking the WALT applying the following code  and by using the marking code.

Marking Code for WALTs

WALT

One green highlight over the WALT will show that children have met the objective and the work has been seen by the teacher.

WALT

_ _  _ _

 dashed line

A dashed line under/on the WALT indicates that the objective has been partially met. Children may be unable to do this independently or require more practice to be secure.

File:Green arrow right.svg

An arrow will indicate that the objective has not been met.

This will be supported by feedback (and possibly a star comment) as necessary - for example in lesson intervention, next day intervention, extra questions to reinforce, extra explanation with teacher or TA etc.

Open ...

A star will show that the children need to read below to act upon feedback in some way.  

The star could go alongside any of the above codes giving the children something to act upon or to extend (either within the lesson or following as part of marking and feedback).

If children act on the feedback and show that they have achieved the WALT the teacher has the option of going back over the WALT with a highlighter to show the child now understands.

Purple pen must be used in the majority of lessons - teachers must be stopping lessons to get the children to check their own work against WALT and Non-negotiables (e.g age related expectations) AND purple pen will be used to respond to written feedback and the marking code after the teacher has ‘marked’ the work.  Children must be given time to act on written feedback and this must be planned in as soon as possible and definitely before the next lesson.

Codes to use when marking Children must be taught these codes and taught how to respond to them.

sp

spelling mistake  (these must be based on the age related expectations)

p

punctuation missing or mistake

c

capital letter missing

fs

full stop missing

^

missing word

//

new paragraph

g

grammar mistake

?

writing doesn’t make sense

a correct answer in maths

.

(dot) means incorrect answer

/

finger space missing

In year 1 and year 2 the code will be used in the writing over or by  the mistake.  

In year 3 when the children are ready the code will move to the margin.

In year 4,5 and 6 the code will be used in the margin unless they need further support.

During phase 1 and 2 of the writing learning journey we will use this code in the children's red writing books.

During phase 3 (end of unit work) or independent tasks, the marking code will not be used.

There is a marking poster for classrooms available here.

ASSESSMENT 

Assessment is the means by which the progress of pupils is monitored. It is a tool to inform planning and learning programmes. The main aim of assessment is to contribute to the educational process that helps all pupils become better learners and more confident people.

Assessment for learning and related strategies from kagan structures are planned into every lesson.

Why do we assess:

Strategies for assessment and gathering evidence.

Moderation

Moderation is essential to ensure the quality assurance of teacher’s assessment.  Moderation of reading, writing and maths takes place regularly throughout the year on staff meetings.  Key Stage 1 and 2 staff consider and analyse children’s work against National Curriculum objectives.  Stages of development, stated in the Foundation Stage Profile, are used in Reception.  During term 5, Years 2 and 6 carry out statutory assessments during which staff assist with moderating the level of work.

Cross moderation takes place within the partnership at regular intervals.

Reporting pupils’ progress to parents

This is occurs in a variety of ways:

PUPIL PROGRESS

Underachievement and lack of progress must be challenged.

Every teacher is responsible for ensuring the needs of SEN, Pupil Premium and High Achieving pupils are met in their lessons.  Targeted questioning, use of teaching assistants, separate activities are all ways in which to enhance these groups learning.  Meeting with the SENCo, The Pupil Premium Champion Teacher and the More Able Gifted and Talented co-ordinator take place to ensure these needs are addressed.

Termly Pupil Progress Meetings ensure that all children are reviewed and actions put in place to support them with their learning.

Special Educational Needs

Assessment reflects the school policy for SEN.  Children who experience difficulty in making progress in line with expectations for their age will be placed on the Special Needs Register and have a Pupil Profile that outlines personalised targets.  Pupil Profiles are reviewed regularly, with parents.  See SEN policy.

Assessment Timetable

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Baseline task in Progress Books

Reception Baseline Assessment

Phonics tracking

Chd judged E/E/E against what has been taught and predictions made

Evidence collected in Progress Book during assessment week

Salford Reading Age tracking

Phonics tracking

Phonics tracking

Chd judged E/E/E against what has been taught

Evidence collected in Progress Book during assessment week

Salford Reading Age tracking

Phonics tracking

Year 1 Statutory Phonics Check

Year 2 and 6 to complete SATs

Phonics tracking

Chd judged E/E/E against all objectives, Reports written

Evidence collected in Progress Book during assessment week

Salford Reading Age tracking

 

Year 2 and 6  to complete SATs

GL assessment r to 6.

Phonics tracking

STAFF DEVELOPMENT

Teachers will be encouraged to critically reflect upon the teaching and learning within their classrooms.  It is the aim of Hagbourne CE Primary School to build a climate of opportunity, sharing of good practice and continuing professional development in terms of teaching and learning.  All staff will be expected to take part in videoing lessons using the IRIS software which is held securely and enables staff to reflect on their own next steps in order to improve practice.

This policy is based on the Sutton Trust research (Education Endowment Foundation) and the findings from the Workload, Planning and Data Working groups 2016.

English Written Feedback examples:

What are they?

Closing the gap comments include statements which prompt the pupil to:

Where time is planned for pupils to act on them, they have been shown to be an effective way of making pupils evaluate their writing in a directed and scaffolded way…they have no choice but to look at your feedback, reflect on what you have written and why, and then make the necessary changes.

Example closing the gap comments: