Assessment and Performance Data
Due to the Covid-19 pandemic and subsequent restriction, assessments at the end of the academic year 2020 and 2021 did not take place. Therefore the assessment and performance measures from 2022 are presented alongside the last available statutory assessment data from the academic year 2019.
Purpose of Assessment
► "There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account."
Department for education Final report of the Commission on Assessment without Levels September 2015.
Standard Attainment Tests (SATS)
When reporting on children’s attainment we the following terminology:
- Working towards the expected standard (WTS)
- Working at the expected standard (EXS)
- Working at greater depth within the expected standard (GDS)
► Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements.
Every child’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use our own internal tracking system that is based on tracking standardised scores. The children complete standardised papers three times a year.
The outcomes of these papers and the child’s body of completed work triangulate the teacher’s judgement of each individual’s progress.
- Reception begin with an initial baseline assessment when the children start school
- All year groups are assessed against the National Curriculum using our school’s key concept cards that track the progression of skills and knowledge.
Assessment in EYFS
► The Good Level of Development is the measure that helps to demonstrate the proportion of children who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in Maths and Literacy at Reception level.
Assessment in KS1
(2023 information not yet available)
► ‘The Phonics Screening Check is a short ‘light touch’ assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the children who need help and support with their reading skills. Children will retake if they did not reach the required level.’ (DFE 2011)
All Year 2 pupils take national assessments in June. These national curriculum tests are summative. This means they test the knowledge a pupil has acquired during their time in Key stage 1.
Assessment in KS2
In 2016 changes were made to KS2 SATs based on the new curriculum. Results were reported as a scaled score between 80 and 120, with 100 being the national expectation for a Year 6 pupil.
► Children are assessed throughout the year in all subjects and in May undertake statutory tests (SATs) in Reading, Writing, Maths and Grammar, Punctuation and Spelling. Writing is assessed throughout the year by teacher assessment, which is externally moderated and validated.
Due to Covid-19 and the National Lockdowns the DfE cancelled statutory assessments in all Primary Key stages. Therefore this is our first set of KS2 results since pre-pandemic (2019).
Average Progress Point Scores
Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero.
► A school’s progress scores for English reading, English writing and Mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.
A score of 0 means pupils in this school, on average, do about as well at Key stage 2 as those with similar prior attainment nationally. A positive score means pupils in this school on average do better at Key stage 2 than those with similar prior attainment nationally.