Assessing Children’s Progress

Assessing children’s needs is an ongoing process. Teachers are continually assessing the children in their class in order to plan future work and support in order that all children achieve their potential.

The teachers at New End Primary School are informally assessing children’s progress by observing them work, and by marking and commenting on work in progress. Much of our marking is focussed on the ‘next steps’ for each child. Children are encouraged to enter into a dialogue with their teacher about how they can improve. Mistakes are celebrated as crucial elements of how we learn. We use ‘good mistakes’ in lessons to encourage resilience and a positive attitude to meeting challenges and learning from them.

We make much use of good exemplars to provide children with models to aspire to and for self-evaluation.

Children are assessed regularly to ensure early identification of difficulties. We value dialogue with parents and carers to support us in our strategies to help children make sustained progress.

In addition to this we carry out more formal standardised assessments of learning each term, in Reading, Writing and Mathematics. These tests enable us to monitor progress against year group expectations and help us to plan what to cover in the following term. They help us to set achievable targets for children which we communicate to parents and carers.

In Mathematics, pre-unit tests are used and analysed to confirm children’s prior knowledge. Other curriculum subjects may also have unit tests at the end of each block of work.

Formal Parent – Teacher interviews are held termly and it is very important that one or both parents or carers attend these meetings, in order to be kept up to date with children’s progress. However, if you are ever concerned about your child’s progress in any area of the curriculum, please make an appointment with the class teacher to discuss your concerns.

As a school, we complete all statutory assessments.

During Reception your child will be assessed in the six areas of learning known as the Early Learning Goals. This is called the Foundation Stage Profile. This assessment is required for all children in the Foundation Stage. It includes assessing early reading, writing, and mathematical skills.

The Reception Baseline Assessment (RBA) is a statutory assessment which is carried out by staff for all eligible children within the first six weeks of starting reception. This is carried out on a one-to-one basis and is used for measuring the progress primary schools make with their pupils.

Throughout the country, children in Year One are involved in Phonic Screening Tests. These tests take place in a specified week in June each year.  Children who do not meet the required threshold set by the government, have to re-sit the screening test in Year Two.

At the ages of 7 and 11 the children do KS1 and KS2 Standard Assessment Tests (SATs) during the Summer Term of Year 2 and Year 6. The results show their level of achievement in the core subjects as set against national norms.

In the Summer Term teachers write a full report for each child detailing progress made over the year, highlighting successes and setting targets for the year ahead. Parents are invited to discuss this report with the teacher. We do not wait if there are concerns: teachers will always contact parents to share worries – or good news!

If a child is identified by the school as having a need for learning support of some kind, the parents or carers are informed. The school will work with parents or carers to support the child.  They are then kept up to date with what is happening in school to help the child and what progress is being made.