Assessment at Bedgrove Junior School
We aim for high quality teaching and learning to take place in every classroom together with the belief that every child can succeed. To enable children to be challenged effectively and supported at the correct level, and achieve their full potential, the school has a robust assessment framework in place.
Aims and Principles of Assessment
• Assessment is an integral part of teaching, based on best practice, focusing on the curriculum and lies at the heart of promoting children’s education;
• High quality, in depth teaching, is supported and informed by high quality formative assessment (ongoing assessment);
• There is always a clear purpose for assessing and assessment is fit for its intended purpose;
• Assessment is used to focus on monitoring and supporting children’s progress, attainment and wider outcomes;
• Assessment provides information which is clear, reliable and free from bias and informs teaching and learning;
• Assessment supports informative and productive conversations with pupils and parents;
• Children take responsibility for achievements and are encouraged to reflect on their own progress, understand their strengths and identify what they need to do to improve;
• We achieve our assessment without adding unnecessarily to teacher workload;
• Assessment is inclusive of all abilities.
At Bedgrove Junior School, we use three broad overarching forms of assessment: ‘Day to Day In- School Formative Assessment’, ‘In-School Summative Assessment’ and ‘Nationally Standardised Summative Assessments’. These are recorded and tracked using the schools assessment system: SIMs & Hello Data (HD). Teachers use the PIXL online platform to record assessment paper results and this is used to inform teachers of gaps in pupils learning.
Day-to-Day in-school formative assessment
‘Day to Day In-School Formative Assessment’ is an integral part of teaching and learning. It helps children to measure their own strengths and areas for development. It allows teachers to understand pupil performance on a continuing basis, enabling them to identify when pupils are struggling, when they have consolidated learning and when they are ready to progress. In this way, it supports teachers to provide appropriate support (corrective activities) or extension (enrichment activities to deepen understanding) as necessary and informs progress. It enables teachers to evaluate their own teaching of particular topics or concepts and to plan future lessons accordingly.
Through ‘Day-to Day In-School Formative Assessment’, we will:
• support children in measuring their knowledge and understanding against learning objectives and wider outcomes, identifying where they need to target their efforts to improve.
• ensure that problems are identified at the individual level and that every child will be appropriately supported to make progress and meet expectations.
• following Day-to-Day assessments record and report progress to parents, providing them with a broad picture of where their children’s strengths and weaknesses lie and what they need to do to improve.
A range of ‘Day-to-Day In-School Formative Assessments’, will be used including, for example:
• reference to assessment of Key Performance Indicators (KPIs) in Reading, Writing and Maths
• making use of AFL question and answers
• marking of pupils’ work, particularly using 'Great Green' (highlighting areas of success) and 'Think Pink' (highlighting development/improvement areas)
• regular mini-plenaries
• discussions with children
• pupil self-assessment e.g.polishing pen, self-marking against agreed success-criteria, pupil friendly targets
• peer marking and assessment
‘In-School Summative Assessment’
In-school summative assessments will be used to monitor and support children’s performance. This will provide children with information about how well they have learned and understood a topic over a period of time, providing feedback on how they can continue to improve. In-school summative assessments will also inform parents about achievement, progress and wider outcomes. Teachers will make use of in-school summative assessments to evaluate both pupil learning at the end of an unit or topic (based on pupil-level outcomes on HD) and the impact of their own teaching (based on class-level outcomes). Both these purposes will support teachers in planning for subsequent teaching and learning. In-school summative assessments will also be used at whole school level to monitor the performance of pupil cohorts, to identify where interventions may be required and to work with teachers to ensure pupils are supported to achieve sufficient progress and expected attainment.
A range of ‘In-school-summative assessments’ will be used including, for example:
• Termly PiXL assessments
• Short end of topic or unit tests or tasks
• Reviews for pupils with SEND
• Termly pupil progress meetings with year groups teachers
• Termly monitoring with team leaders
• Termly ‘secure fit’ assessment relating to the National Curriculum age related expectations (e.g. 3.1 by Term 1, 3.2 by Term 2 and 3.3 by Term 3) reported on HD for Reading, Writing, SPAG and Maths. This is currently with HD and SIMS.
• End of year annual reports outlining progress and attainment of children in relation to National Curriculum age related expectations
An inclusive approach to assessment
In addition to the assessments above, the school will make use of additional diagnostic assessments to contribute to the early and accurate identification of children and young people’s special education needs and any requirements for support and intervention. The school uses a range of the above mentioned assessments and progress meetings to identify pupils for intervention groups. These groups consist of a range of pupils and abilities, not only those children with Special Educational Needs. The schools aim is to provide early intervention for any children at risk of not reaching their full potential. Interventions are monitored regularly to ensure they are timely and effective and discussed during termly progress meetings.