Assessment Overview at Blackheath Primary School

Our Aims:

  • Every child knows how they are doing, and understands what they need to do to improve and how to get there.
  • Every teacher is equipped to make accurate judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan.
  • Every parent and carer knows how their child is doing, what they need to do to improve and how they can support the child and their teachers.

 

From September 2015 we have implemented NEW staged targets. The new staged targets are numbered depending on the year groups and lettered according to where children are working within the year groups.

0c0b0a1c1b1a2c2b2a3c3b3a4c4b4a5c5b5a6c6b6a
Working below year 1 expectationWorking at Year 1 expectationWorking at Year   2 expectationWorking at Year   3 expectationWorking at Year   4 expectationWorking at Year   5

expectation

Working at Year   6 expectation

c = emerging (working below/End of Autumn term)

b =developing (working towards/ End of Spring term)

a = secure (working at expected/End of summer term)

  • This means for an example that if a child is working at 3a, they are working at a secure Year 3 expectation.
  • A child may have gaps in their knowledge and therefore be working in a stage below their year group so a child that is in year 5 could be working at a 3b.
  • Where a child has mastered their curriculum, consideration for moving onto the next years curriculum will be made.

To help make assessments, the school uses summative and formative approaches.

To support formative judgements, staged target sheets for Writing and Maths are in the back of books. These are regularly updated by staff as they teach week by week. Where a child has completed a stage but has one or two gaps, ‘Think Pink’ targets are used to travel with the child as they move on into the next stage. Reading targets are in class reading folders. All of these are shared at parents meetings and copies of their child’s targets are sent home.

Three times a year, the school uses summative assessment materials to help support teacher judgements. These materials include PIRA tests, PUMA tests, sample papers, Rising Stars or Hodder materials and are reviewed to ensure that the school feels they are in line with the national expectations for each year group.

Moderation is also essential in ensuring that our judgements are in line with other schools. Therefore subject leaders and teachers, attend cross school moderation throughout the year, taking peer moderated examples from our school then feeding back to staff. In house moderation also takes place termly.