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Bedgrove Junior School

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Assessment information

Assessment at Bedgrove Junior School

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 be 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.

 

At Bedgrove Junior School, we use two forms of assessment: Formative Assessment and Summative Assessment.

 

Formative Assessment (Assessment for Learning)

Formative assessment is the use of day-to-day, often informal, assessments to explore pupils' understanding. It enables the teacher to decide how best to help pupils develop that understanding. This can be done through asking the children questions, observing them as they work, intervening during independent or group work, marking their books and providing feedback etc.   Formative assessment is not always recorded and can just be given/used verbally.

 

Summative Assessment (Assessment of Learning)

Summative assessment usually takes place after children have completed units of work or at an appropriate time within a term (as below). The information it gives indicates their progress and achievement. It gives children, parents and teachers valuable information about a child’s overall performance at a specific point in their learning.

Assessment weeks

 

Y3 – 5

WC 7th September (Transition Assessments)

WC 9th November

WC 1st March

WC 7th June

 

Y6

WC 7th September (Transition Assessments)

WC 9th November

WC 18th January

WC 15th March

WC 10th May (SATs week)

 

Assessment at Bedgrove Junior is recorded using the using the school’s assessment system: SIMs and Hello Data.  Teachers also record pupil data on the PiXL website, following the completion of PiXL tests, which enables us to identify gaps in learning. SEN data is also recorded on the children’s individual SSPs.

 

What Does Assessment Look Like at Bedgrove Junior in Years 3 to 6?

The expectation is that every child will make expected progress, 1 point, each term. For example, a child working at the expected level within the Autumn Term in Year 3 will be recorded as a 3.1 (the first number is the child’s year group, the second number tells us at which progress point they are working within). It will be expected that they will move to a 3.2 in spring term and a 3.3 in summer term.  Pupils may make more than expected progress and may move two points within a term or similarly pupils may not make expected progress and this will need to be addressed through support or intervention. Pupils exceeding year group expectations are expected to achieve 3.4 by the end of the year.  Where pupils are working below ARE a challenging target of 4 points of progress may be given in one or more area.

 

 

Assessment Week

During assessment week formal tests should be completed for reading, maths and SPaG. Moderation of writing will take place each term. Reading and spelling ages should also be completed at the beginning of the school year and at the end of the year. SEN children will complete the reading and spelling age tests termly. The Accelerated reader star test should be completed at the start of each term as well as at the end of the summer term.

 

Assessment papers are downloaded from the PiXL website prior to each assessment week as they are updated each year. Year 6 will complete additional SATs preparation tests as appropriate.

 

Science is assessed half termly whilst PE and Topic are assessed termly.

 

Approximate boundaries for Autumn PiXL assessments (these maybe updated as soon as the papers are published)

 

Y3

Reading (Out of 35)  WTS - Below 15 / ARE 15 – 24 /  GD – Above 24

Maths (Out of 75)  WTS – Below 20 / ARE 20 – 40 / GD – Above 40

 

Y4 – 5

Reading (Out of 45)  WTS - Below 18 / ARE 18 – 30 /  GD – Above 30

Maths (Out of 120)  WTS – Below 40 / ARE 40 – 75 / GD – Above 75

For spring term and beyond – boundaries for all year 3-5 will be

Reading

ARE – 52% and above

GDS – 75% and above

Maths

ARE – 50% and above

GDS – 80% and above

 

For Year 6

Reading

ARE – 55% and above

GDS – 80% and above

Maths

ARE – 55% and above

GDS – 86% and above

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