Assessment

Assessment, recording and reporting information is used in our school by all staff and Academy Councillors to identify the priority areas in our school improvement plan. Class teachers, Senior leaders, Subject leaders and the Special Educational Needs Coordinator (SENCo) utilise data and target setting to identify areas of concern in their subjects. 

Assessment should:

• Be both formative and summative.
• Be a tool to enhance learning.
• Offer all pupils an opportunity to show what they know, understand and can do.
• Be part of a continuous cycle for all learning to evaluate and inform future planning and teaching for all learners in the class.
• Be ongoing and part of everyday activities in every lesson.
• Help pupils to understand what they can do to improve.
• Involve children with their own learning – self-assessment.
• Drive SEND Support Passports and Annual Reviews for pupils with special educational needs and disabilities (SEND).
• Support monitoring of the curriculum planning.
• Develop clear, focused learning intentions.
• Inform parents about their child’s progress and important next steps.

How we assess pupil achievements:

• Clear Learning Objectives in every lesson;
• Success Criteria linked to the Learning Objective; ensuring all pupils know what they have to do to achieve;
• A question-based wider curriculum, with each lesson linking back to the overarching question for each unit;
• Regular opportunity to reflect and talk about their learning and progress;.
• Use of peer and self-assessment;
• Use of assessment to inform future planning.
• Use of a range of assessment methods – observations, listening, questioning, assessing/annotating learning, specific tasks, problem-solving activities and administering tests, scrutiny of work and analysis of formal testing.