At Stanley Green, we believe the key purpose of assessment is to move children on in their learning. Teachers assess children’s progress continually, both formally and informally, and these assessments are used to plan the next steps for children across all subject areas. As a result of this ongoing assessment, children’s class groupings may remain fluid as teachers plan precisely to reach children’s needs. Assessment happens on a daily basis with more formally recorded assessment occurring half termly/termly. This information is used by teachers and the Principal to track the progress of each child and is used to set targets for their future development.
Teachers keep records of children’s progress as they move through the school, referred to as Teacher Assessments. The records are used to:
- Inform the child’s next step in learning
- Inform our annual written reports to parents
- Inform teachers when the child moves to a new class or new school
In all years, teachers set group targets based on the children’s prior learning. These targets are tracked by the class teacher and the Senior Leadership Team to ensure that pupils make appropriate progress throughout their school career. Children are encouraged to understand their targets, self assess or work with a partner to assess their work, so that they become aware of their own strengths and areas for improvement.
Children’s attainment is assessed formally at the end of Year 2 using both teacher assessments and standardised assessment tests/tasks. The outcomes are reported to parents with the annual written report. The Foundation Stage Profile is completed during Year R. This is reported termly to parents, verbally for the autumn and spring term, then in the form of a written report in the summer term.
In some year groups, children and teachers complete national assessments like the National Foundation Stage Profile, Year 1 Phonics Screen and Key Stage 1 Standard Assessment Tests (SATs) – see below.
A profile is completed when children start Reception based on observations and teacher assessments. This profile is developed over the year in Reception and is known as the Early Years Foundation Stage Profile; it details children’s social and academic achievements. The results of teacher observations will be shared regularly with parents throughout the Foundation Stage. The Foundation Stage Profile is completed during Year R.
A national assessment for screening the children’s knowledge of phonics is completed in June which are used to identify children’s strengths and areas for development.
During the Spring and Summer terms, Year 2 children will be assessed in the National Curriculum core subjects of English, Maths and Science and parents will be informed of the assessment results in July. These tests are called Key Stage 1 Standard Assessment Tests or SATs and run alongside Teacher Assessments.
Results from Key Stage 1 SATs along with relevant Teacher Assessments, are reported to the child’s junior school to help their teachers set future targets.
An annual written report is sent to parents at the end of the summer term ready for discussion at the July Parent’s Evening. The report is a celebration of achievement and future targets.