|Head Teacher||Chair of Governors||Review Dates|
|Last Review: Oct 2017|
|Trevor Patterson||Philip Cavalier-Lumley||Next Review: Oct 2020|
We believe assessment for learning is a major factor of the core principles of our teaching and learning policy. We view it as a way of assisting teachers to modify their teaching in order to improve pupils’ performance. We can see the benefits of teachers involving all children in order to stimulate and help them take their next steps in learning.
Within our school, there are two main purposes of assessment:
• Assessment of learning (summative assessment) provides a summary of what has been learned in regard to both attainment and achievement at a specific point in time. All pupils undertake end of key stage tests (SATs) in England, only and a baseline assessment is also undertaken by all pupils during their first half term. Other testing also takes place during each key stage.
• Assessment for learning (formative assessment), which we regard as the most important kind of assessment, is the process of seeking and interpreting evidence for use by learners and their teachers to establish at what stage the learners are in their learning, where they need to go next and how best to get there [Assessment Reform Group, 2002].
We as a school community have a commitment to promote equality. Therefore, an equality impact assessment has been undertaken and we believe this policy is in line with the Equality Act 2010.
- To involve children in their learning and to provide feedback to them.
- To encourage children to assess themselves and to understand how they can improve.
- To use the results of assessment to adjust teaching.
- To work with other schools to share good practice in order to improve this policy.
Responsibility for the Policy and Procedure
Role of the Governing Body
The Governing Body has:
- appointed a Curriculum Committee to be responsible for Assessment;
- delegated powers and responsibilities to the Headteacher to ensure all school personnel and visitors to the school are aware of and comply with this policy;
- responsibility for ensuring that the school complies with all equalities legislation;
- responsibility for ensuring funding is in place to support this policy;
- responsibility for ensuring this policy and all policies are maintained and updated regularly;
- responsibility for ensuring all policies are made available to parents;
- responsibility for the effective implementation, monitoring and evaluation of this policy
Role of the Executive Headteacher / Head of School
The Executive Headteacher /Head of School will:
- ensure all school personnel, pupils and parents are aware of and comply with this policy;
- work closely with the Curriculum Committee;
- provide leadership and vision in respect of equality;
- provide guidance, support and training to all staff;
- monitor the effectiveness of this policy;
- annually report to the Governing Body on the success and development of this policy
Role of the Assessment Coordinator
The coordinator will:
- lead the development of this policy throughout the school;
- work closely with the Executive Headteacher, Head of School, SLT and Governing Body;
- work closely with the SENCO and Subject Coordinators;
- collate information for the target setting process;
- compile moderation portfolios in partnership with Subject Leaders;
- organise in-house training;
- provide guidance and support to all staff;
- keep up to date with new developments and resources;
- review and monitor;
Role of the Curriculum Committee
The Committee will:
- work closely with the Headteacher and the coordinator;
- ensure this policy and other linked policies are up to date;
- ensure that everyone connected with the school is aware of this policy;
- report to the Governing Body every term;
Role of Teaching Staff
Teaching staff will:
- assess pupils to ascertain individual pupil attainment;
- plan next stage of learning;
- provide information for record keeping;
- report assessments to pupils, parents and school personnel;
- keep up to date with new assessment initiatives;
- attend in-house training
Teachers planning will show:
- clear learning objectives and outcomes;
- key learning skills;
- key questions;
- opportunities for peer and self assessment;
- curricular targets;
- references to previous learning;
- objectives and success criteria;
- lesson evaluation and plans for subsequent lessons
Teachers will give written or verbal feedback which will:
- be constructive;
- be centred on the qualities of the work;
- be linked to the learning objectives and learning outcomes;
- identify strengths and weaknesses;
- identify what the pupil needs to do to improve;
Role of the Senior Leadership Team
The Senior Leadership Team will:
- ensure assessment is a priority of the school’s development;
- provide resources to support this policy;
- monitor the performance of pupils by analysing data and by discussion with class teachers in Pupil Progress Meetings throughout the school year;
- monitor the progress and development of this policy;
- assess the impact of this policy
Role of Pupils
- be aware of and comply with this policy;
- learn to take pride in their work;
- listen carefully to all instructions given by the teacher;
- ask for further help if they do not understand;
- participate fully in all lessons;
- participate in discussions concerning progress and attainment;
- be made aware of learning objectives;
- discuss what they have already experienced, know and understand;
- discuss and identify what they need to do to improve;
- self-assess their work;
- discuss their work with a peer
- hand in homework properly completed and on time;
- take part in questionnaires and surveys
Role of Parents
- be made aware of this policy;
- comply with this policy by:
-attending parent-teacher consultations
-encouraging their child to undertake home learning tasks
-being aware of their child’s targets
-writing a response to their child’s annual report
- encourage effort and achievement;
- encourage completion of homework and return it to school;
- provide the right conditions for homework to take place;
- hand in homework on time;
All children will be given:
- an individual targets for mathematics, reading and mathematics which are set after discussion with the class teacher;
- Targets will be reviewed and amended during the school year to meet the learning needs of each child.
All pupils have:
- Tracking data in reading, writing and mathematics
- Individual writing portfolio
Meetings with Parents
Parents are invited to attend Parent-teacher consultations twice in the school year in order to be kept up to date with their child’s progress.
Reporting to Parents
Parents will receive an annual report summarising their child’s progress and attainment in July.
Parents will receive a mid – point report in Spring 2 Term
We ensure all school personnel have equal chances of training, career development and promotion.
Periodic training will be organised for all school personnel so that they are kept up to date with new information and guidelines concerning equal opportunities.
Equality Impact Assessment
Under the Equality Act 2010 we have a duty not to discriminate against people on the basis of their age, disability, gender, gender identity, pregnancy or maternity, race, religion or belief and sexual orientation.
This policy has been equality impact assessed and we believe that it is in line with the Equality Act 2010 as it is fair, it does not prioritise or disadvantage any pupil and it helps to promote equality at this school.