Assessment

 

 

Assessment Principles

We monitor and assess all pupils throughout school using clear systems, with summative judgements made at set points of the year. It is important to have a holistic approach to assessments; we therefore value many forms of assessment. This includes teacher judgements; work scrutiny; testing; tracking and pupil voice. We measure and analyse both progress and attainment for pupils. We monitor pupils’ ‘flight path’ so we have a clear overview of their attainment and progress every year, which begins with their EYFS assessment. This ensures that all pupils achieve their full potential and those pupils requiring accelerated progress are identified and supported in every year group.


Progress and Attainment

Progress- We measure pupils’ progress towards the age-related expectations throughout each year and also look at progress from KS1 to KS2.

Attainment- A summative judgement is made at capture points to show if a child is on-track to meet the age-related expectations each year.

 

Summative Tracking


There are three data capture points each academic year: end of autumn, end of spring and summer term. We record our summative judgements as either working below age-related expectations, working towards age-related expectations (WT), working at the expected standard (ARE) or above age-related standards (GDS). These judgements come from past SATs papers in Y2 and Y6 and from NFER assessments for Y3-5. Teachers work collaboratively to form rigorous Year Group Action Plans that monitor, review and evaluate the progress, key strengths and areas for improvement for different groups of learners in each year group. Throughout the year, we hold pupil
progress meetings to ensure that all children achieve their full potential. Across the foundation subjects, we carefully track pupils’ skills progression. Collaboratively, teachers use these assessments to ensure that pupils achieve their full potential across the curriculum.

 

Feedback on Progress

 

Our marking and feedback policy is consistent across school with all children understanding the approach. Our approach actively encourages self-assessment to motivate and allow children to take ownership of their learning. Pupils are fully involved in the marking of feedback of their work with adults and peers.

Marking and feedback.PNG

 

 

 

Statutory Assessment

 

On entry to Reception children will sit the statutory Baseline Assessment. At the end of the Reception year staff will complete the Early Years Foundation Stage Profile for all children moving on to KS1.


Pupils in Years 2 and 6 will sit statutory assessment tests in May. Additionally, pupils in Year 1 will sit the Phonics Screening Check in June. Year 4 pupils will also sit a multiplication tables check in June. The dates for these statutory assessments can be found on the school calendar as well as on the Key Stage 1 and Key Stage 2 pages. Information on the primary school progress measures can be found below.


Woodfield adheres to all published documentation including the following:


https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/837959/2020_key_stage_2_teacher_assessment_guidance.pdf


https://www.gov.uk/government/publications/key-stage-1-teacher-assessmentguidance


https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/838961/2020_KS2_assessment_and_reporting_arrangements.pdf


https://www.gov.uk/government/publications/2020-key-stage-1-assessment-andreportingarrangements-ara

 

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