'There are three main forms of assessment:
formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly;
summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and
nationally standardised summative assessment, which is used by the Government to hold schools to account.’
(Department for education Final report of the Commission on Assessment without Levels September 2015.)
Assessment at Sacred Heart Catholic Primary School follows the principle that assessment will only be accurate and valuable if it is the result of rich and immersive learning opportunities. Assessment should not seek to label children’s achievements but instead identify areas where teaching is required so that quality and meaningful opportunities can be planned in order to progress children’s knowledge and understanding.
With the introduction of the new National Curriculum there has been a change in the assessment process. Former ‘levels’ have now been replaced with the following terminology:
Working towards the expected standard (WTS)
Working at the expected standard (EXS)
Working at greater depth within the expected standard (GDS)
Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements. Children cannot work at a ‘greater depth’ in science because these criteria do not yet exist.
Every child’s progress is individual and unique. Tracking begins upon entry through to exit, and shows progression over time.
In EYFS, assessments are tracked using our internal grids and also recorded on the school management system – Integris. Progress is measured in relation to the Early Learning Goals and the steps of development.
From Year 1 to Year 6 children are expected to make between 2 and 3 steps progress per year based on 'STAT Sheffield Online', which is our internal assessment and tracking system. This system follows the expectations of ‘beginning, progressing and embedding’ and allows teachers to input and track pupil’s progress against the National Curriculum. (The ‘STAT Sheffield’ system is under consideration for EYFS tracking and assessment)
More information can be found about the curriculum at Sacred Heart by visiting the Curriculum page on the website. In brief, the school follows the:
the EYFS curriculum for Nursery and Reception
the National Curriculum 2014 as the basis for Year 1 to Year 6
Click here to learn more about the ‘STAT Sheffield Online’ assessment tool, as provided by ‘Educater’.
The Good Level of Development is the measure that helps to demonstrate the proportion of children who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in maths and literacy at the end of Reception.
‘The Phonics Screening Check is a short assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the children who need help and support with their reading skills. Children will retake if they did not reach the required level.’ (DFE 2011)
In 2016 changes were made to KS1 SATs based on the new curriculum. These included the first formal grammar, punctuation and spelling (GPS) paper for this age group. Results were reported as a scaled score between 85 and 115, with 100 being the national expectation for a Year 2 pupil.
In 2017 several further changes were also made to end of KS1 SATs including a change to the writing assessment. Assessment remains a changing landscape. As a school, we keep parents updated as per DfE announcements at information evenings (see SATa page on the website) .
In 2016 changes were made to KS2 SATs based on the new curriculum. Results were reported as a scaled score between 80 and 120, with 100 being the national expectation for a Year 6 pupil.
Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero. A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero. A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally. A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.
DfE, School Performance Tables are published by the Secretary of State on the Department for Education’s website - a link to this website can be found on the SATs page of the website.