Woodthorpe Primary School

Welcome toWoodthorpe Primary School

Assessment Recording and Reporting




At Woodthorpe Primary School we believe that effective assessment provides information to improve teaching and learning and is in turn integral in setting high expectations for our children. In Woodthorpe we have clear assessment principles which are regularly reviewed by staff and evaluated to ensure the impact results in raising the quality of teaching and learning across the school. We give our children regular feedback on their learning so that they understand what it is that they need to improve. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.


Aims and Objectives
 to enable our children to demonstrate what they know, understand and can do in their work;
 to help our children understand what they need to do next to improve their work;
 to allow teachers to plan work that accurately reflects the needs of each child;
 to provide regular information for parents that enables them to support their child’s learning;
 to provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school.


Planning for Assessment
We use Medium Term Curriculum Plans to guide our teaching. In these plans we give details of what is to be taught to each year group. In the core subject’s assessment takes place daily in line with the new curriculum mastery of skills jigsaws. The IPC outlines assessment opportunities in the foundation subjects at the end of each unit of work.
The New National Curriculum and the International Primary Curriculum are currently used to support our teaching. We use the programmes of study within the National Curriculum to help us identify each child’s level of attainment as regards to whether the child is developing, secure or exceeding within the expected standard for each year group.
Lessons are planned with clear learning objectives. We base these upon the teacher’s knowledge of each child. We ensure that all work set is differentiated either by task or outcome. Our weekly lesson plans make clear the expected outcomes for each lesson, with progress grids given to the children for literacy and maths lessons. Note is made of those individual children who do not achieve at the expected level for the lesson and those who exceed the expected level, we use this information when planning for the next lesson. We also keep this information as evidence of the progress made by individuals and the class through our tracking system. We use these outcomes of assessment to check and support our teaching standards and help us to improve.


Assessment Methods
The main purpose of the assessment process is to help teachers, parents and pupils plan their next steps in learning. We use a combination of summative and formative assessment procedures.
Summative assessments usually happen at the end of a topic or piece of work and tell us what has been achieved, when it is too late to change anything. These types of assessments are still important, but we feel it is also important to involve children in their own learning because this raises the standard of work.

Formative Assessment happens continually throughout learning. Formative assessment is used to ensure that the well planned learning journey’s end coincides with the destination envisaged at the beginning. Formative assessment takes place during learning, allowing teachers and pupils to assess rate of progression on the learning journey to ensure the aspirational targets are reached. It begins with diagnostic assessment, indicating what is already known and what gaps may exist in skills or knowledge. Through doing this the teacher and pupil understand what has been achieved to date, and then effectively plan the next steps. As the learning journey unfolds, further formative assessments indicate where teaching plans need to be amended to reinforced or deepen and extend learning. Evidence has shown that learners learn best when they understand clearly what and why they are trying to learn (the learning intentions) and what is expected of them (the success criteria). At Woodthorpe formative assessment is all about:

• Involving pupils in their own learning

• Sharing learning goals and success criteria with pupils

• Involving pupils in self-assessment and peer assessment

• Asking the right kind of questions

• Giving children feedback about the quality of their work and how they can make it better • Helping children decide what steps they should take next

• A firm belief that every pupil can improve Here are some of the Formative Assessment strategies


Here are some of the Formative Assessment strategies we use in school to improve our learning:

• Increased wait time – this encourages all children to try to find an answer

• Talking Partners – allowing a short discussion with others to explore ideas and knowledge

• Asking open questions which encourage children to think rather than just answer yes or no

• Feedback – focusing on a specific learning intention at a relevant time (ie with the children)

• Self/peer assessment – children take responsibility for feeding back about their work

• Highlighting points within work with green for growth and stop and think pink

• Traffic lights – children indicate how well they understand a task. This can also be used to show how well a child thinks they have completed a task


Here are some of the many forms used for both formative and summative assessment used in our school.


Foundation Stage

 Aspects (Nursery)
 Ages and stages (Nursery)
 NFER Baseline (Trial)
 PIPS (Reception)
 Ages and stages and Early Learning Goals (Reception)
 Phonic stages
 Baseline

 Guided reading
 Trackers
 Continual informal assessments


 Fingertips
 Long/short observations
 Photographs
 Intervention groups in areas of provision
 Tasks


Key stage 1
Active assessment strategies used:
 KWL grids – at the beginning and end of a topic (particularly science)
 Odd one out
 True / False
 Asking open questions – e.g.whole class, Guided Reading, groups
 Post its / photographs
 Intervention levels pre and post scores
 Phonic levelling (half termly) for Rapid phonics
 Daily checking outcomes against progress trackers
 Book bands for guided reading
 Daily marking and feedback
 Continual informal assessments
Short term trackers covering key objectives in literacy, numeracy, science and foundation subjects


 Suffolk reading tests
 Abacus assessments beginning / end of year Maths year 1
 maths SAT assessment – end of year 1
 SAT papers termly for maths
 Writing levelling criteria (Big Writes)
 Scholastic assessments
 North Yorkshire levelling guide for science SC1 / knowledge / understanding
 End of year phonic levelling
 End of key stage SAT test year 2
 International Primary Curriculum knowledge harvest


Key stage 2
 KWL grids – at the beginning and end of a topic (particularly science)
 Odd one out
 True / False
 Asking open questions – e.g. whole class, Guided Reading, groups
 Post its / photographs

 Past SAT papers
 Testbase
 Mathletics tests
 Year 3 Abacus half termly test for maths
 Book bands for guided reading
 Weekly comprehension
 Spelling tests (weekly)
 Science investigations (on going assessment)
 Daily marking and feedback
 Use of questioning and plenaries
 Continual informal assessments


 Suffolk reading tests
 Optional SAT tests end of year. (year 3,4 and 5)
 Key stage 2 SAT tests year 6
 Writing levelling criteria (Big Writes)
 End of unit assessment tracker for RE
 IPC knowledge harvest
 ‘Prior’ and ‘end’ of unit spider diagram



Recording the outcomes of assessment to plan the next steps in learning
Mastery of skills jigsaws are used to set the level of expectation for a particular year group, these are hierarchical yet allow appropriate flexibility and challenge for individual attainment and progress and are specific to level of need e.g. SEN. Where a child falls outside the year group criteria they can be assessed against the previous or following year to ensure their specific needs are met, as indicated by the number preceding developing/secure/exceeding e.g. 3S equates to Year 3 secure. For pupils exceeding the appropriate year group levels we provide more challenging work that deepens knowledge to ensure continual progression. The achievement of each pupil is assessed against all the relevant criteria at appropriate times of the school year with formal assessment taking place regularly and informal assessments taking place continually and annotated on the jigsaws to inform next steps.


Aspirational Target Setting

Aspirational targets are set for each child at the beginning of the academic year. This year we will continue to target set with levels, whilst data is gathered and trials are conducted for target setting on assessing without levels. This will ensure we have thoroughly evaluated the effectiveness, rigour and robustness of a new system. This will strengthen and inform us regarding how we will set targets without levels in readiness for September 2015. The process for setting targets from September 2015 is as follows; the learning journey of each child will be considered individually. The past pattern of achievement will be tracked and a conversation will be held between the previous and new class teacher as to whether the child has the capacity to exceed expected levels or to continue on their current trajectory. Targets for each of the five data tracks will be set as trajectory achievement using the terms developing, secure or exceeding, according to the expected levels for each year group.


Every school is required by law to set targets in English, mathematics and science for those pupils who are in Year 2 and Year 6 using National Curriculum levels. These cohorts will continue to be taught from the current National Curriculum until September 2015.
Targets will continue to be set in English, mathematics and science for all our children during each academic year. We discuss individual targets where necessary and communicate these to parents during parent consultations.
Our mastery of skills jigsaws, which are accessible by all stakeholders in the front of each child’s book, will record a pupil’s attainment against each assessment criterion.


Recording Attainment and Progress

We recognise various methods of assessing a child’s learning. The type of assessment that we make varies from subject to subject. We record formally information that affects future learning. We plan our lessons with clear learning objectives. Assessment information is recorded and supported by evidence from a range of sources including observations, records of work and testing.

We are developing new ways of recording each child’s attainment and progress. The learning objectives within the new programmes of study for maths, reading and writing are written on jigsaws and set out as year group progress trackers. These are highlighted and dated by children and adults to show how and when an element has been achieved. The initials D for developing, S for secure and E for exceeded will be written against each element to show the child’s progress.
These recorded judgements will also be highlighted on tracking sheets. Each year group will highlight the child’s attainment against the learning objectives in a different colour thus presenting a picture of progress over time. In addition to this the highlighted statements will be numbered and for each key performance indicator a score of 1 denotes that the concept or skill has been taught but not grasped or mastered. A score of 2 denotes it has been mastered and a score of 3 denotes the child has exceeded what could have been expected and is deepening their knowledge.

We base the objectives for individual lessons from the programmes of study from the New National Curriculum.


Our Use of assessment

Teachers use the outcomes of our assessments to summarise and analyse attainment and progress for their pupils and classes
Teachers use this data to plan and accelerate the learning for every pupil to ensure they exceed progress expectations. Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk in this school are making appropriate progress and that all pupils are suitably stretched.

We celebrate all achievements across a broad and balanced curriculum, including sport, art and performance, behaviour, and social and emotional development

Our teachers record the progress of each child against these broad objectives. This enables them to make a judgement about the work of each child in relation to achievement against expectations at the end of each year group. This allows us to monitor the progress of each child. The school will monitor and develop a sense of how many criteria from each year’s expectations are normally met in the autumn, spring and summer terms and use this to monitor the rate of progress thereby raising the bar to reach aspirational levels and target interventions in a timely manner. Each teacher passes this information on to the next teacher at the end of each year. On-going assessment judgements are moderated internally to ensure they are fair, reliable and consistent.

We work in collaboration with other schools within our cluster and take part in external moderation exercises to ensure our assessment of pupil’s levels is secure, reliable and comparable overtime. Using external tests and assessments, such as NFER Baseline, PIPs and Aspects, help us compare our performance in line with other schools. We work closely in subject cluster groups and with the LA to ensure our performance is comparable, if not better, than their data.

Feedback to Pupils

Feedback to pupils is very important, as it tells them how well they have done and what they need to do next in order to improve their work and maximise progress. We have an agreed code for marking, which is in our Marking and Feedback Policy as this ensures consistency throughout school.
We use our mastery of skills jigsaws to assess pupils against specific assessment criteria which is short, discrete, qualitative and concrete descriptions of what a pupil is expected to know and be able to do as well as through the following:-
Children are given verbal feedback on their work whenever possible. This is usually done when children are working during the lesson although we sometimes give feedback on a particular lesson at the beginning of the next one.
When written feedback is given to a child, we relate this to the learning objective. The children are encouraged to make comments about their own work and the work of fellow pupils. We encourage older pupils to be the first markers of some pieces of work.
At the beginning of each lesson time is allowed for the children to absorb any comments written on their work and to act upon the feedback that has been given. This ensures that marking and feedback has a positive impact on the children’s work and their progress.


Reporting to Parents

The information from assessment is communicated to parents and pupils on a termly basis through a structured conversation. Parents and pupils receive rich, qualitative profiles of what has been achieved and indications of what they need to do next. For children where we need to accelerate progress, we hold interim accelerated progress meetings for parents to review how they may support their children at home.
Children’s progress and attainment is also reported to parents in writing once a year according to statutory arrangements. These reports are written in such a way that parents can gain a clear understanding of the progress and attainment of their child and using language appropriate to the reader.

We have a range of opportunities that keep parents fully informed of their child’s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child’s work.
In the summer term parents are once again invited to discuss their child’s progress in the light of the end of year written report. In reports for pupils in Year 2 and Year 6 we also provide details of the levels achieved in the national tests up to and including July 2016.
Parents are given a termly update, called a curriculum overview that identifies the main areas of study for that particular class.


Monitoring and Review

The Leadership team and all curriculum leaders are responsible for monitoring the implementation of this policy.
Agreed Autumn Term 2014 Headteacher Joanna Rawling
Review end of Autumn Term 2016 Chair of Governors Christine Johnson