How do we assess children?

Knowing where your child is, how are they doing compared to others, how is the school doing?

These are constant questions asked by parents. When we had levels it seemed reasonably easy, now we have below, at or above and in some cases exceeding. What does this mean? Then we have progress and attainment, what is that all about. If you think its complex, teachers still find it a maze to deal with. Hopefully we will try and make it a little easier. So watch this space over the next few weeks as we add detail.
Mr Neale Headteacher

In the parent guide we talked about what each year group has to cover. It is broken down into curriculum areas and within each area there are set learning objectives. Teachers use these to map progress, each child moving through the set objectives. Here from Year 1 to Year 6 are the objectives for each curriculum area. When each area is covered and the teacher believes a child can apply that objective or piece of knowledge it is recorded on the tracker and each term the outcomes indicate both attainment and progress. They are presented in the best format possible.:

At Key Stage Two, Year 6 for the end of 19-20 during the pandemic.

It is not possible to give an exact measure for progress but comparing attainment from key stage one  to key stage two would have been the data used by the Department for Educations progress measures. Using the official assessment materials and moderating results the outcomes were as follows:

Subject Attainments Key Stage Two

READING School 2020 School 2019 National 2019
 % Pupils achieving expected standard 80% 73% 73%
% Pupils achieving greater depth 44% 31% 27%

 

WRITING School 2020 School 2019 National 2019
 % Pupils achieving expected standard 84% 84% 78$
% Pupils achieving greater depth 28% 29% 20%

 

MATHEMATICS School 2020 School 2019 National 2019
 % Pupils achieving expected standard 84% 80% 79%
% Pupils achieving greater depth 38% 27% 27%

With scores above 80% it would have put us in the top 20% of schools across the country. In writing and maths with the same banding as before the top 1o%.

Actions for 2020-2021

Ensure the mental well-being of all pupils is paramount in every classroom under COVID-19 extraordinary circumstances.

Ensure that catch up planning for all pupils in all years in reading, writing and maths is sufficiently rigorous to ensure that as pupils move through the school any loss of learning is recovered at all stages.

Ensure that disadvantage pupils are a continued focus in all years where there is evidence through teacher assessment of further intervention to support catch up.

And as a result, continue to diminish the in school differences for all disadvantaged pupils through targeted intervention.

Ensure that in the middle years of Key Stage 2 (Years 3, 4 and 5) the evidenced rigor in expectations continues to ensure that there is no dip in progress as pupils move beyond Key Stage 1.

Continue to monitor all year groups’ progress in all subjects and plan interventions to support pupils where differences appear as early as possible.

Monitor pupils who may be at risk of not attaining expected standard in 1 of reading, writing or maths which may affect overall progress measure for RWM.

Across the school we use a National Target Tracker system.  It uses some 4000 schools and the data from each is used to provide a picture of our combined subjects progress and attainment from Year 1 to Year 6. This informs us that on average we are some 5 to 9% above other schools at this point.  If we continue to apply our actions above we see no reason to go well beyond these outcomes.

It is not clear what is going to happen to national assessments in Year 2 and Year 6  this year.

In January following extensive assessment we have our catch up plan in place for children who require it.