Assessment Principles

Assessment Principles at Greenleas Primary School

Assessment is the means used to evaluate children’s progress, and such it sits at the heart of teaching and learning at Greenleas. Assessments can be in the form of observations, through the use of questions, tests, or by making a judgement from the work children produce.

Following the introduction of the new national curriculum in 2014 the use of levels to assess pupils' attainment in KS1 and 2 has now been removed.

As a school we have had to adopt our own recording and reporting system to indicate whether pupils are working at, below or above expectation. From September 2015, we will be assessing pupils' attainment in all core subjects using age-related expectations.

Each year band will be broken into the following steps to show progress and attainment.

b

beginning

Working below age related expectations

b+

beginning plus

w

working within

Working within age related expectations

w+

working within plus

s

secure

Age related expectations met by the end of the academic year

s+

secure plus

Demonstrating a broader and deeper understanding

To meet age related expectations, children should reach the secure (s) step by the end of the appropriate year. To move from secure (s) in one year band to the next is 6 steps over 3 terms. However, not all children progress at the same rate and therefore this is seen as a guide for parents and teachers in tracking progress.

There is no direct link between previous national curriculum levels and the new age-related expectations. The new curriculum is different in both content and expectations, aspects of which will not have previously been taught and require new assessment criteria. Due to these significant changes there may be a period of transition before some individuals achieve the new standards for their age.

We remain committed to ensuring all children achieve their full potential; our school has worked hard to plan the delivery of the curriculum so that our children build on their progress to date and continue to develop their learning effectively within the new framework.

Although procedures have changed, our key assessment principles remain the same and can be read below: 

  1. Assessment is at the heart of teaching and learning
  • Assessment provides evidence that guides teaching and learning; it is essential to planning and can reshape a lesson, part of a lesson or future lessons in response to assessed learning needs.
  • Assessment provides opportunities for pupils to demonstrate and review their progress.
  • Assessment leads to accelerated progress and raised standards.

2. Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed.

  • For effective learning to take place, learners need to understand what it is they are trying to achieve – and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment/success criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment.

3. Assessment is motivational.

  • Assessment should provide a positive learning experience, emphasising progress and achievement rather than failure. Teachers should: pinpoint the learner’s strengths and advise on how to develop them, be clear and constructive about any weaknesses and how they might be addressed; provide opportunities for learners to improve upon their work.

4. Assessment provides constructive feedback that identifies clear steps for development, empowering pupils to use this information to impact on their next pieces of work.

  • Assessment provides opportunities for self-direction and self-responsibility, with pupils regularly assessing their own learning and identifying how they can improve.
  • Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self and peer assessment.
  • Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved. Expectations are high.

5. Assessment is consistent.

  • Judgements are formed based on common principles, using a clear assessment system (Target Tracker) across the school and structured success criteria within lessons.
  • Regular opportunities for moderation are in place within the school, across the cluster of local schools and with external LA moderators. This enables us to ensure accuracy and consistency in our judgements.

6. Assessment is inclusive of all abilities.

  • The responsibility for identifying, assessing and monitoring children with special educational needs, or who are gifted and talented, is the responsibility of the class teacher in conjunction with the SENCO and the Senior Leadership Team.
  • The SENCO and outside agencies are there to support the class teacher in providing a differentiated curriculum in order for the child to achieve his/her potential.
  • Assessment procedure supports all the aims and practices for the SEND policy in helping each child achieve his/her own potential.
  • Assessment is appropriate to the age and ability of the child.

7. Assessment is honest.

  • Assessment outcomes are conveyed in an open, honest and constructive way, in order to impact positively on pupils' learning.
  • Assessment judgements are moderated by colleagues within the school and within the local cluster of schools. 

8. Assessment outcomes provide meaningful and understandable information for:

  • Pupils to develop their learning.
  • Parents in supporting children with their learning.
  • Teachers in planning teaching and learning, so that assessment impacts on learning.
  • School leaders and governors in setting and reviewing targets and planning and allocating resources.

Contact the School

Address

Greenleas Primary School

Green Ln, Wallasey

CH45 8LZ

Telephone

0151 639 1225

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