Kings Hill School

Kings Hill Primary School

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Assessment

How do we assess at Kings Hill School ?

Principles of Assessment

  • Assessment, both summative and formative, is at the heart of effective teaching and learning.
  • Assessment of attainment and progress will be accurate, regular, consistent, reliable and free from bias.
  • Assessment will draw on evidence that indicates what a child can do independently and consistently, to provide a complete picture of strengths and areas for improvement alongside achievement over time.
  • Assessment will be used to set high expectations for all pupils against the in-year and end of key stage expectations, to celebrate achievement, and to inform children, families and teachers of next steps in learning.
  • Reliability of teacher assessment will be achieved and evidenced through rigorous moderation, internally and externally, and discussion with teachers who can give a ‘rounded’ picture of the children’s attainment and progress.
  • Analysis of assessment information and tracking of individual pupils’ progress will be used to improve the quality of teaching and of learning
  • Assessment outcomes will give reliable and clear information to parents and carers about how their child, and their child’s school, is performing at regular intervals.

Recording and Tracking of Assessment

We use SIMS Assessment Manager throughout the school as our recording tool for assessment. This uses a 6 point system that children should move through as they master the curriculum.

Our assessment and reporting system includes:

  • Ongoing assessment against the National Curriculum objectives by the class teacher throughout each lesson, through questioning, observation and dialogue.
  • Children knowing what they are being asked to learn and more importantly, why.
  • Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria.
  • Three way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback.
  • Regular pupils’ work scrutiny.
  • Progress tests for English, Maths and Science

All of the above feed into 'Data snap-shots', these will take place six times a year.

Statutory Assessments (End of Key Stage)

In addition to the above assessments, pupils also complete the following statutory assessments: 

  • Reception – Baseline, (statutory Sep. 16), EYFS profile
  • Year 1 (and 2) - Phonics Check
  • Years 2 and 6 - end of Key Stage assessments

No Levels

  • Alongside the introduction of the new National Curriculum, levels were removed for all Year Groups instead at the end of KS1 and KS2 pupils will be given a scaled score and a ‘performance descriptor’ against the expected standard.

Please click here to see a guide for parents from the Department of Education regarding End Key Stage Statutory Assessments (Y2 and Y6)

Early Years  

Class teacher's will use a combination of the EYFS profile and the a baseline assessment to measure children's  progress. 

Baseline:

  • The baseline assessment will result in a score that forms part of each child’s baseline profile. By having a good understanding of the child’s abilities when they start school, class teacher's are able to measure each child's progress and plan for next steps in learning.
  • The baseline assessment is face-to-face with a mixture of tasks and observational checklists.

EYFS Profile:

  • The EYFS profile assessment is carried out in the final term of Reception
  • The main purpose of the EYFS profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.

 EYFS profile data is used to:

  • Inform parents about their child’s development against the early learning goals (ELGs) and the characteristics of their learning.
  • Help year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of each child.

    Children in Reception are assessed against the Prime and Specific areas of Learning in the EYFS profile. Assessments are based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

    • Emerging, not yet reached the expected level of development
    • Expected
    • Exceeding, beyond the expected level of development for their age 

Phonics Screening Check Year 1

  • The Phonics Screening Check demonstrates how well pupils can use the phonics skills they have learned up to the end of Year 1, and to identify those who need extra phonics help.
  • The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but don’t mean anything.
  • The 40 words and non-words are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters.
  • Pupils will be scored against a national standard, and the main result will be whether or not they fall below, within or above this standard
  • Pupils who do not meet the required standard in Year 1 will be re-checked in Year 2.

Reporting to Parents

  • We provide written termly reports to parents in the Autumn, Spring and Summer terms. Discussions at parent, teacher, consultation meetings in the Autumn, Spring and Summer terms also provide information from data snapshots.
  • Parents also receive outcomes of statutory assessments and an annual report.

Assessment Policy

Assessment and Target Setting Policy