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ASSESSMENT, MONITORING AND EVALUATION POLICY

AIMS

  • To ensure continuity in assessment across the school.
  • To ensure a wide range of assessment activities
  • To ensure that assessment is used to inform planning
  • To ensure consistency in levelling of pupil’s work
  • To provide a system of monitoring the above
  • To demonstrate and ensure progression

At Milwards Primary School and Nursery the key purpose of assessment is to ensure all children make progress in their learning. Continued monitoring of each child’s progress enables teachers to reflect on what children are doing and informs their future planning. The outcomes of our assessments will help children become involved in raising their own expectations, celebrating their own achievement and increasing their aspirations. Our assessments also provide information for others including, parents, to show progress and concerns, other teachers and outside agencies. The children use Learning Ladders to monitor their own progress. These are introduced at the end of Year 1 (Appendix 1).

LEARNING OBJECTIVES

Children are always made aware of the Learning Objective and how well they are responding to these. Learning Support Assistants receive copies of the Literacy and Numeracy Plans prior to the beginning of the week. Feedback is given to the class teacher by the LSA on the groups that they have worked with. Careful diagnostic comments as well as encouragement are given to all children. This will be via comments given verbally and in writing. See Feed Forward Policy.

ASSESSMENT WEEK

There is a carefully planned cycle for assessment. Assessments are carried out every half term, with formal assessments in the first week in October, February and the third week in May, and teacher assessments in the first week of December, April and July.

ASSESSMENT WEEK

OCTOBER WEEK 1

MARCH WEEK 1

MAY WEEK 3

Year 1&2 SALFORD READING TEST A

Year 2-6 AR Star test

 

SINGLE WORD SPELLING TEST  (Y2-6)

 

LETTER FORMATION Y1,Y2

 

PHONICS PHASES

 

READING

CGP Year 6

Scholastic

 

WRITING – Amazing Authors (TWO PIECES OF INDEPENDENT WORK PER TERM AS APPROPRIATE)

 

GRAMMAR

Year 1- own

Year 2-6 Scholastic

 

MATHS

Year 1Puma

Year 2-6 scholastic

Year 1&2 SALFORD READING TEST B

Year 2-6 AR Star test

 

SINGLE WORD SPELLING TEST (Y2-6)

 

LETTER FORMATION Y1,Y2

 

PHONICS PHASES

 

READING

CGP Year 6

Scholastic

 

WRITING – Amazing Authors (TWO PIECES OF INDEPENDENT WORK PER TERM AS APPROPRIATE)

 

GRAMMAR

Year 1- own

Year 2-6 Scholastic

 

MATHS

Year 1Puma

Year 2-6 scholastic

Year 1&2 SALFORD READING TEST C

Year 2-6 AR Star test

 

SINGLE WORD SPELLING TEST (Y1-6)

 

LETTER

FORMATION R,Y1,Y2

 

PHONICS PHASES

 

READING

CGP Year 6

Scholastic

 

WRITING – Amazing Authors (TWO PIECES OF INDEPENDENT WORK PER TERM AS APPROPRIATE)

 

GRAMMAR

Year 1- own

Year 2-6 Scholastic

 

MATHS

Year 1Puma

Year 2-6 scholastic

NURSERY (all TA)

BASELINE 1ST 2 WEEKS OF SEP, JAN, APRIL

NAME WRITING, DRAWING PICTURE, CUTTING,  NUMBER, AMAZING AUTHOR – 1 PER TERM

ASSESSMENTS FOR INTERVENTIONS

PACKAGE

ASSESSING

WHO ASSESSED

WHEN

WELLCOMM

Early Communication Skills

Elm

Ash

SEN

½ term after entry

YORK ASSESSMENT OF READING FOR COMPREHENSION

EARLY READING

Letter Sound Knowledge

Early Word Recognition

Sound Isolation

Sound Deletion

YEAR 1

 

SEN

Autumn 1  

YORK ASSESSMENT OF READING

PASSAGE READING

Decoding reading

Comprehension

 

Year 3

 

 

CATCH UP/ SEN

Autumn 1

BRITISH PICTURE VOCABULARY

Receptive Vocabulary

Turnabout

Statement

Beginning and end of Intervention

SANDWELL EARLY NUMERACY TEST

Maths Age

(Identification, Oral Counting, Value, Object Counting, language)

First Class Maths Intervention

Beginning and end of Intervention

SANDWELL EARLY NUMERACY TEST KS2-KS3

Maths Age

(Identification, Oral Counting, Value, Object Counting, language)

First Class Maths 2 Intervention

Beginning and end of Intervention

PUPIL PROGRESS

A Pupil Progress Meeting is held at the end of each term to discuss each child’s individual progress. This meeting involves all staff working within the class. The staff assess the progress of each individual child and identify the interventions that will be used to support the child, in conjunction with SLT and SENco.

Progress is measured at Milwards Primary School and Nursery on ‘Steps’ using the Assessment Week packages recorded above. All of this data is recorded on Target Tracker. The ‘Steps’ equates to the age related expectations for the year group i.e.

Step 1 -   Year 1

Step 2 -   Year 2...

The expectation is that each year the children will move up a step. The steps are broken down into six stages as follows:-

Autumn 1

Beginning

B

Autumn2

Beginning+

B+

Spring 1

Working

W

Spring 2

Working +

W+

Summer 1

Secure

S

Summer 2

Secure +

S+

The progress for each child is recorded after each Assessment Week on Target Tracker. This is assessed against the formal assessments carried out and ongoing teacher assessment. The children make GOOD progress if they move through six of these progress steps in the year.

Children who are supported with an intervention will have an on entry measure taken and an exit measure. This will be used to show progress. The interventions are recorded on Target Tracker as follows:-

INTERVENTION:

Why:

Expected outcome:

Baseline assessment:

End assessment:

Outcomes:

MODERATION

Written work from the amazing authors is assessed termly by two members of staff. Stickers are applied to show why it is the agreed step/stage.

Year 2 and 6 will attend cross town writing moderation termly.

 

September 2016

Appendix 1

(Learning Ladders)

We challenge you to be the best you can be

How is my child ‘getting on’ at school?

We hope that the information included will help you to understand how your child’s progress is measured at Milwards Primary School and Nursery. We need your support in encouraging your child to reach their Maximum Potential.

http://www.vectorstock.com/composite/335730/ladder-and-sky-vector.jpgHow is progress measured?

When your child enters Year 1 we begin to measure their progress against a STEP on the MILWARDS LEARNING LADDER. At Milwards we monitor progress regularly and encourage the children to make termly achievements to reach their Maximum Potential.

 

The steps on the ladder are the same as the year group that your child is in:

Step 1 -   Cherry Year 1

Step 2 -   Maple Year 2...

The expectation is that within each year the children will move one step up the Milwards Learning Ladder.

Parents will receive feedback each term on the progress being made. In the autumn term the expectation is that the children will be ‘Beginning’ B on the Step. During the spring term ‘Working’ W on the ‘Step’ and in the summer term ‘Secure’ S on the ‘Step’

The children make GOOD progress if they reach each of these progress points throughout the year.

 CHILD’S NAME                                       CLASS

STEP

 

 

MATHS

 

READING

COMPREHENSION

WRITING

6S+

 

END OF YEAR 6

 

 

 

6S

 

 

 

 

 

6W+

 

 

 

 

 

6W

 

 

 

 

 

6B+

 

 

 

 

 

6B

 

BEGINNING YR 6

 

 

 

5S+

 

 

 

 

 

5S

 

 

 

 

 

5W+

 

 

 

 

 

5W

 

 

 

 

 

5B+

 

 

 

 

 

5B

 

BEGINNING YR 5

 

 

 

4S+

 

 

 

 

 

4S

 

 

 

 

 

4W+

 

 

 

 

 

4W

 

 

 

 

 

4B+

 

 

 

 

 

4B

 

BEGINNING YR 4

 

 

 

3S+

 

 

 

 

 

3S

 

 

 

 

 

3W+

 

 

 

 

 

3W

 

 

 

 

 

3B+

 

 

 

 

 

3B

 

BEGINNING YR 3

 

 

 

2S+

 

 

 

 

 

2S

 

 

 

 

 

2W+

 

 

 

 

 

2W

 

 

 

 

 

2B+

 

 

 

 

 

2B

 

BEGINNING YR 2

 

 

 

1S+

 

 

 

 

 

1S

 

 

 

 

 

1W+

 

 

 

 

 

1W

 

 

 

 

 

1B+

 

 

 

 

 

1B

 

BEGINNING YR1