Oakley Cross Primary School and Nursery Unit
Assessment in the New National Curriculum
We believe that effective assessment provides information to improve teaching and learning. We give children regular feedback on their learning so that they understand what it is that they have achieved and what they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular written and verbal reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.
Aims and Objectives
The aims and objectives of assessment in Oakley Cross Primary School are:
- to enable our children to demonstrate what they know, understand and can do in their work;
- to help our children understand what they need to do next to improve their work;
- to allow teachers to plan work that accurately reflects the needs of each child;
- to provide regular information for parents that enables them to support their child’s learning;
- to provide school leaders and governors with information that allows them to make judgements about the effectiveness of the school.
Assessment is about measurement of performance at a given point in time and a way of gaining information to promote future learning. Our first point of principle should be to hold on to aspects of assessment that aim to measure what we value rather than simply valuing what we are able to measure. Secondly, we acknowledge that there are two distinct types of assessment used by the school. These include:
- Assessment for learning helps to identify the next steps needed to make progress. It takes account of pupils’ strengths as well as weaknesses
- Assessment of learning is more associated with judgements based on grades and ranks and with public accountability.
We currently use the following formal assessment procedures to measure outcomes against all schools nationally:
end of EYFS
- % of pupils achieving a “Good Level of Development”
Phonics Screening Test at the end of Year 1
- % of pupils achieving the required ‘pass’ mark in the screening check
End of KS1
- % of pupils working towards the expected standard, achieving the expected standard and those working at greater depth in reading, writing, maths, and science
End of KS2
- % of pupils working at the expected standard in reading, maths and science
- % of pupils working towards the expected standard, achieving the expected standard and those working at greater depth in writing
- The progress pupils have made between KS1 and KS2; reported as a numerical score with a score of zero to mean pupils in this school, on average, do about as well at kS2 as those with similar prior attainment nationally
Good Assessment Practice at Oakley Cross will:
- raise standards of attainment and behaviour, and improve pupil attitudes and response
- enable the active involvement of pupils in their own learning by providing effective feedback which closes the gap between present performance and future standards required
- promote pupil self-esteem through a shared understanding of the learning processes and the routes to improvement
- build on secure teacher knowledge
- guide and support the teacher as planner, provider and evaluator
- enable the teacher to adjust teaching to take account of assessment information and to focus on how pupils learn and draw upon as wide a range of evidence as possible using a variety of assessment activities
- track pupil performance and in particular identify those pupils at risk of underachievement
- provide information which can be used by teachers and managers as they plan for individual pupils and cohorts
- provide information which can be used by parents or carers to understand their pupils’ strengths, weaknesses and progress
- provide information which can be used by other interested parties
- provide information which can be used to evaluate a school’s performance against its own previous attainment over time and against national standards.
Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.