Assessment, Monitoring and Tracking Policy
At Cranleigh Abu Dhabi we are committed to providing the highest quality of
education. Assessment, monitoring and tracking are part of the teaching and
learning process. They provide feedback, show progress, attainment and inform
teaching.
1.
Aims
Assessments will be made using a wide range of methods to reflect the pupils’
age, ability, the curriculum and learning opportunities. They will be both
formative and summative.
Assessment will be used to develop a pupil’s positive self-image through
supportive and constructive feedback and give a feeling of success that
encourages further study.
Marking is accepted as daily on going assessment.
Pupil achievement will be recorded and measured on three scales
1. Attainment recorded as A to D
2. Effort (Disposition and Attitude) recorded as 1- 4
3. Progress recorded as P1 to P4
This would be shown as: C2, P3 or B3, P2 for example.
2.
Assessments
Assessments will be made by;
•
Standardised assessments, from year3, at admission (Summative)
Appendix 1 and 2
▪
Standardised assessments, in FS1 and 2 and years 1 and 2, on Entry
(Summative) Appendix 2
•
On-going daily teacher assessment (Formative)
•
Internal School exams/tests (Summative)
•
External Public exams/ tests (Summative)
•
External standardised tracking tests (Summative)
•
Outside Agency reports and assessments eg Educational Psychologists
(Formative and summative)
3.
Target Setting
From FS2 to year 6 pupils will be set Specific, Measurable, Attainable, Realistic
and Timely (SMART) Progress targets in English and Mathematics. These targets
must be shared with the pupil and work marked against it.
From FS2 all English and Mathematics lessons will have specific learning
objectives (LOs) and success criteria (SCs). The success criteria will be the steps
the child will have taken to achieve the objectives.
In FS and Years 1 and 2 we call these WALT (We Are Learning To …) and WILF
(What I am Looking For?).
Targets must be challenging. Targets for children working below the level
for their age should require the accelerated progress expected at Cranleigh.
All children must be set SMART Effort targets. These targets should motivate and
inspire positive behaviours. Effort targets must be recorded in planners.
4.
Marking
Marking is part of the Assessment for Learning process (AfL) and must provide
feedback to the pupil about Effort and Progress. It must be used to inform future
teaching. ‘Closing the gap’, ‘Next steps’ comments or improvement prompts
should be linked to the LO or individual pupil targets. These comments must be
encouraging, supportive and challenging. All work must be marked using the
symbols in appendix 5.
5.
Junior School - Attainment Tracking
Foundation Stage assessments will be made using Development Matters and
recorded in Pupil Learning Diaries (electronic ILP). From yearsr 1 to 6 on-going
assessments in reading and writing will be made using the individual pupil grids
(Appendix 3). On-going assessments in maths will be made on Abacus Evolve.
FS1 to Year 6 end of term attainment levels will be recorded on ISAMs Pupil
Tracker. Individual Pupil Tracking Attainment grids (appendix 4) will show
progress towards targets.
Attainment is measured as;
A – Pupils who have exceeded the expected level for their year
B – Pupils who have met the expected level for their year
C – Pupils who are just below the expected level for their year
D - Pupils who are well below the expected level for their year
6.
Junior School - Progress Tracking
From year 1 to 6 pupils progress towards their targets will be measured as;
P1 - Pupils who have made better than expected progress and are on track or
have exceeded their target
P2 - Pupils who have a made good progress and who are on track or have met
their target
P3 - Pupils who have made less than expected progress and who have not or are
not on track to meet their target
P4 - Pupils who have made little or no progress and have/will not meet their
target.
4. Junior School - Effort Tracking (Appendix 6)
Termly assessment in Effort will be recorded on iSAMS and in pupil planner.
Evidence for Effort will be collected in tutor groups in Work, Achievements, Sport
and Personal folders (WASP).
Effort is measured as;
1 – Excellent
2 – Good
3 – Fair
4 – Unsatisfactory
5. Senior School - Attainment, Progress and Effort
In the Senior School, the same grading range as that in the Junior School is used.
However, some of the criteria are different and reflect the practice common in
most UK independent senior schools. The aim is to have a readily applied and
easily understood scale that can be transposed from a variety of internal
departmental criteria and systems.
In year 7, 8 and 9 Progress will be recorded on iSAMS Exam Tracker.
6. Senior School – Attainment Criteria
A
B
C
D
Since the last set of grades, work has been at the upper end of the Cranleigh
Abu Dhabi cohort. This work would be typical of a pupil at this age who, in
due course, would be likely to achieve an A at Common Entrance (Y7/Y8
pupils) or an A or A* at GCSE level (Y9 pupils and above).
Since the last set of grades, work has been at the upper-middle end of the
Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age
who, in due course, would be likely to achieve a B at Common Entrance
(Y7/Y8 pupils) or a B at GCSE level (Y9 pupils and above).
Since the last set of grades, work has been at the lower-middle end of the
Cranleigh Abu Dhabi cohort. This work would be typical of a pupil at this age
who, in due course, would be likely to achieve a C at Common Entrance
(Y7/Y8 pupils) or a C at GCSE level (Y9 pupils and above).
Since the last set of grades, work has been at the lower end of the Cranleigh
Abu Dhabi cohort. This work would be typical of a pupil at this age who would
be likely to achieve a D at Common Entrance (Y7/Y8 pupils), or in due course,
may struggle to pass GCSE level with a C grade (Y9 pupils and above).
Parents and teachers should remember that these are not predictions, and may
show considerable fluctuation. A pupil with a “D” in Year 8 is by no means at all
doomed to fail the GCSE in Year 11.
In Years 10 and 11, attainment grades tend to become increasingly accurate
predictors of final GCSE grades.
7. Senior School –Progress Tracking
If using English National Curriculum Levels, all being well, there is a progress in
the attainment grade from term to term, reflecting the pupil’s advancing
knowledge. However, progress is not necessarily immediately visible with an
attainment scale as defined above.
For example, a pupil may score a “B” at the end of Year 8 and a “B” at the end of
Year 9. That does not mean the pupil has made no progress, because the
knowledge of a Year 9 pupil scoring a “B” in a given subject is greater than the
knowledge of a Year 8 pupils scoring a “B”, so the pupil has made progress.
To reflect progress, the Senior School uses the following scale:
1
2
3
4
The pupil has advanced one or more attainment grades since the previous
report or interim.
The pupil has maintained the same attainment grade as in the previous report
or interim.
The pupil has fallen one attainment grade since the previous report or
interim.
The pupil has fallen two attainment grades since the previous report or
interim.
8. Senior School – Effort Criteria
The criteria for effort grades match those in the Junior School. The criteria are
detailed elsewhere but are shown in summary below.
1
2
3
4
Excellent
Good
Fair
Unsatisfactory
Example
This shows fictitious grade sets for a pupil over four sets of grades:
B2
Original grades (no significant concerns here)
B3, P2
(Maintaining a B as the class moves on means absolute
progress has been made, hence P2. However, effort has
slipped, and maintaining a B is possibly in jeopardy)
A1, P1
(After an effort grade of “3” last time, the pupil has tried
really hard and has climbed an attainment grade, so
progress is P1)
C4, P4
(Something has gone badly wrong since the last grades.
Effort has plummeted and attainment has dropped two
grades, so progress = P4)
What would this say about this pupil’s long-term prospects? The fact attainment
advanced to an A with maximum effort suggests that it may very well be possible
that s/he is destined for an A or A* at GCSE level. Certainly the pupil is likely to do
better than a “C”. More evidence would be needed and, with six sets of grades per
year, a pattern starts to build that becomes increasingly accurate as a pupil nears
and enters the GCSE years (Years 10 and 11).
It probably goes without saying that a string of A grades in a subject over several
years means the pupils is overwhelmingly likely to score a top GCSE grade,
making that subject an excellent choice for Year 10. For a string of D grades, the
opposite is true. In reality, most pupils are somewhere in the middle, and with
fluctuation. Here, looking at long-term trends, reading carefully reports and
having discussions with the subject teacher are the best ways to understand
average attainment and likely future prospects in the subject.
6.
Monitoring, Roles and Responsibilities
Class teacher
It is the role of the class teacher to maintain their pupil assessments, ensure they
are accurate and data submitted on time. Class teachers must moderate
assessments in year groups.
Head of Year (when appointed) & Heads of Department (Subject, SEN and
EAL)
Each term these teams will moderate, collate, analyse and report on the data for
the groups they oversee. They will meet with teachers and ensure pupil targets
for Progress and Attainment are challenging and targets for Disposition and
Attitude are supportive.
Pupils that cause concern by under-performing, not coping with the curriculum
or high achievers (Gifted and Talented) must be identified on the report.
Heads of School
The Heads of School will support the assessment process. They will meet with
Heads of Years and Departments to discuss the Achievement reports. They will
identify areas of challenge, support and staff development. Attainment reports
will be submitted to the Headmaster termly.
Headmaster
The Headmaster reports directly to the Board of Trustees.
This policy is reviewed annually
Last reviewed: August 2014
Brendan Law
Appendix 1 - Standardised Tests on entry
Standardised tests given to pupils in September to help determine whether they
have been placed in the correct sets/streams require support from our Learning
Support Department or should be recorded on our Gifted and Talented register.
This data is recorded and displayed on a pupil’s profile on iSAMS.
One of our key principles will be a focus on PROGRESS. Whilst traditional
attention to Effort and Achievement/Attainment will be in place, we wish to
track, record and report reliable progress data to our pupils and their parents.
Early Years and Key Stage One:
Children in FS1 and FS2 are assessed during the induction period before the start
of term in September or very shortly afterwards. This is a baseline measure to
help the teacher gain an accurate picture of what children know and do. Children
are assessed again at the end of the school year to measure progress.
For this, FS1 use Durham University’s CEM ASPECTS (Assessment Profile on
Entry for Children and Toddlers). The feedback from the Language and Maths
development and motor development is based on the age of the child when
assessed and is presented as a score compared with other children of the same
age in our large national sample. Such scores can provide independent evidence
of a child’s development. The scores from the personal, social and emotional
development section show a detailed profile for each child. The ASPECTS FollowUp assessment, carried out in the last few weeks of the last term in FS1, provides
information showing how each child has progressed during their time in the
setting. The Language and Maths part of ASPECTS involves teacher or other
adult working individually with each child. The assessment takes the form of a
story and children are asked questions as the story progresses. The ASPECTS
assessment is undertaken at the beginning of FS1 and then again before they
enter FS2.
FS2 use Durham University’s CEM PIPS (Performance Indicators in Primary
Schools) Baseline as a standardised assessment system that is designed to
monitor pupils’ educational progress during the FS2year. Established since 1991,
PIPS is one of the longest running projects to be offered by the Centre for
Evaluation and Monitoring at Durham University. PIPS provides an assessment of
attainment in the areas of reading, mathematics and phonological awareness. By
assessing children when they enter FS2 and then again just before they leave,
allows teachers to build a powerful profile of individual progress for every child
throughout the FS2 year. Comparisons with national data also enables teachers
to highlight gifted and talented/SEN pupils early on in their education. The
assessment provides a firm basis for measuring the relative progress of pupils
through FS2 and Key Stage 1.The assessment is completed by an adult working
with each child on a one-to-one basis and takes about 20 minutes. The adult uses
the mouse to indicate the child's responses which are then recorded on the
computer. PIPS Baseline is made up of assessments which research shows to be
accurate predictors of later educational achievement - Maths, Reading,
phonological awareness and attitudes to school. These are administered in the
first few weeks and as a follow-up in the last weeks, along with optional
assessments for PSED (Personal, Social and Emotional Development), short term
memory and behaviour. Scores for the original test are compared with follow-up
scores in value-added charts showing each child’s progress.
In 2014 Year 1 and Year 2 will use the PIPS KS1 Baseline assessment in the first
few weeks of September to identify what pupils know and can do and to give a
reliable baseline measure from which progress can be measured, in the absence
of previous data. The assessment includes measures of early reading, early maths
and phonological awareness. It will identify each pupil’s strengths and
weaknesses and help identify gifted and talented pupils as well as those needing
special needs or EAL intervention.
Key Stage 1 & 2:
Pupils in Year 2 to 6 are assessed at the end of the year, using InCAS offered by
the Centre for Evaluation and Monitoring at Durham University. InCAS is also
used as part of the admission process and the data held on the pupil’s iSAMS
record for future teachers’ information. InCAS is a diagnostic, computer-adaptive
assessment tool for schools which is administered to inform personalised
learning. Using InCAS, teachers can benefit from a wealth of information that
identifies what pupils know and can do, which can prove invaluable for teacher
planning for the rest of the year. Questions are tailored to the individual pupil (so
it’s not too difficult or easy) so they take part in a personalised assessment –
which tailors the level of difficulty of each question depending on how the pupil
performed on the last one - and so is more suited to them. As a result it’s a more
enjoyable and engaging experience. It is also more reliable and feedback is more
detailed. It includes the following:

Word Recognition

Word Decoding

Comprehension

Spelling

General Mathematics

Mental Arithmetic

Picture Vocabulary

Non-verbal Ability

Attitudes
Teaching and Learning practice:

Gives information about pupils’ strengths and weaknesses so that
teachers can identify possible solutions and interventions

Helps identify those pupils that may need additional support or more
challenging teaching

Enables meaningful, achievable targets for individuals, classes and the
school as a whole by combining attainment data, measures of ability, and
powerful predictions

Gives Cranleigh Abu Dhabi independent, objective information to evaluate
our school’s performance and to act as our school key performance indicators
(KPI’s)
Years 7 to 9
MidYIS, (Middle Years Information System) is used to assess pupils at the
beginning of the school year. Feedback includes predictions and chances
graphs to external examinations and a full value-added reporting system. MidYIS
is also used as part of the admission process and the data held on the pupil’s
iSAMS record for future teachers’ information
The MidYIS Test is a computer-adaptive test. The tests are designed to measure,
as far as possible, ability and aptitude for learning rather than achievement.
MidYIS is not an IQ Test as it is designed to provide a measure of ‘typical’
performance so that teachers can judge how much ‘effort’ will be required to take
pupils to external examinations.
The tests are comprised of Vocabulary, Maths, Non-verbal and Skills sections. All
sections contribute to an overall measure of ability that strongly predicts
subsequent achievement. Test results can be used to identify pupils’ strengths
and weaknesses, inform teaching and learning, identify gifted pupils and help
identify pupils with special educational needs. Non-verbal measures are
particularly important for pupils for whom English is an additional language.
Standardised scores are given in vocabulary, Maths, non-verbal and skills areas
plus an overall score. Predictions and chances graphs for each pupil for KS3 (core
and non-core) and GCSE and qualifications are also given. Detailing likely exam
performance assists teachers with target setting and on-course monitoring ,
assess pupils' strengths and weaknesses, reviews pupil, subject and department
level performance and helps us profile the ability of each year group.
Appendix 2 - Admission, Entry and End of Year Assessment Cycle
Admission
FS 1
FS 2
Yr 1
Yr 2
Yr 3-5
Yr 6
Yr 7-9
Entry
For local children only
-Individual teacher assessments
For all children
- previous nursery reports confidential
reference
Baseline assessment
using Aspects FS 1
For local children only
-Individual teacher assessments
For all children
- previous nursery/school reports
confidential reference
For local children only
-Individual teacher assessments
For all children
- previous school reports confidential
reference where necessary
For local children only
-Individual teacher assessments
For all children
- previous school reports confidential
reference where necessary
Pips Baseline FS2
InCAS
For all children
- previous school reports confidential
reference where necessary
InCAS
For all children
- previous school reports confidential
reference where necessary
MidYIS
For all children
- previous school reports confidential
reference where necessary
End of year
Aspects End of year
Phonic Assessment
Phonic Assessment
Pips Key Stage1 Yrs 1 2
(For first year of
operation only)
Phonic Assessment
Pips Key Stage1 Yrs 1 2
Phonic Assessment
(For first year of
operation only)
Pips Baseline end of
year
Pips
Phonic assessment
InCAS
Phonic Assessment
InCAS
InCAS
MidYIS
(pupils moving from yr
6)
Appendix 3– Years 1-6 Individual Reading and Writing Assessment Records
Available as a separate document for printing purposes
Appendix 4 -Tracking achievement grid
Pupils’ achievement is tracked using the following grid to illustrate the progress in a way that is consistent with
best practice.
The National Curriculum sub-levels are for internal use only and are there for teachers that have experience
working with these. Each has a corresponding number which will be used when recording on internal iSAMS mark
(tracking) sheets for consistency across staff experience and as the new National Curriculum will not use levels.
Tracking term by term using the grid below will show every child’s progress against the UK accepted age-related
expectations. The corresponding colour also gives the achievement grade which is to be used on reports to parents.
The advice for teachers of Year 1 children is that, if children are working below Level 1, it is appropriate for the
teachers to continue to assess their progress against the Early Years Foundation Stage Profile – not to assess them
against the P-scale descriptors. P-scales are only intended to be used to assess children with Special
Educational Needs and/or Disability. Many children working below Level 1 in Year 1 will not have SEND, they
are merely young or slightly later developing.
D
workin
g
below
the age
related
expect
ations
C
Worki
ng just
below
the age
related
expect
ations
B
Worki
ng at
the age
related
expect
ations
B+
Working
at a level
expected
at
Cranleigh
A
workin
g above
the age
related
expecta
tions
End of term
levels
Achievement
scale
Term
FS1
1
Term
2
Term
3
Term
FS2
1
Term
2
Term
3
Term
1
Year
Term
1
2
Term
3
Term
1
Year
Term
2
2
Term
3
3050
mth
s
4060
mth
s
1c
1b
1a
2c
2b
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
6c
6b
6a
7c
7b
7a
8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
End of term
levels
Achievement scale
Ter
m1
Yea
Ter
r3
m2
Ter
m3
Ter
m1
Yea
Ter
r4
m2
Ter
m3
Ter
m1
Yea
Ter
r5
m2
Ter
m3
Ter
m1
Yea
Ter
r6
m2
Ter
m3
Ter
m1
Ter
m2
Yea
r7
Ter
m3
3050
mt
hs
4060
mt
hs
1c
1b
1a
2c
2b
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
6c
6b
6a
7c
7b
7a
8
>8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Appendix 5 – Additional Marking Information
Frequency and Style
Foundation Stage and Year 1 - marking in these year groups will be alongside the pupil and may
include verbal feedback. This should be recorded using inverted commas to show teacher pupil
responses, learning stories, observations etc.
From Year 2 – Class work, homework and coursework, written, oral or practical class work are
marked and assessment recorded. Where possible teachers should mark work alongside the pupil.
Most marking is done by teachers but some marking may be done effectively by peer assessment:
this method is used when judged to be most appropriate. Marking of daily focus groups in English
and Maths should be detailed and include an improvement prompt.
1. Encouragement
Most pupils want to please and believe the marking of their work to be worthy of teachers’ time.
Thorough, effective marking can improve pupil motivation. Effort and progress are rewarded and
encouraged as well as achievement/attainment.
Examples of good work may be shared with the class to celebrate achievement and for pupils to
understand the differentials in comments, marks and grades allocated.
Foundation Stage and Year 1 - teachers reward attainment, progress and effort with stickers,
positive comments and sharing of work with other teachers, Head of Subjects, Deputy Heads
and/or the Headmaster.
Years 2 to 9 – the House merit system is used to reward effort, progress and attainment; other
sticker rewards and positive comments are also used to encourage pupils. Examples of
outstanding effort, progress and/or attainment are drawn to the attention of other teachers, Head
of Pre-Prep or Head of Juniors, Head of Subjects, Deputy Head and/or the Headmaster.
2.
Written Comments, Corrections and Formative Assessment
Most importantly comments relate clearly to the learning objective of the lesson or task leading to
the completed work. Written comments are pupil-friendly and positive in tone. For regularly
selected pieces of assessed work written comments provide the full range of feedback providing
pupils and parents with a clear idea of attainment performance, suggested strategies for
improvement of knowledge, skills and/or understanding and goals to be achieved. Not every piece
of work is marked so fully but some indication of teacher attention is required for all finished
pieces of work (written and oral).
Teachers mark with green ink from Foundation Stage to Year 9. Requirements of corrections must
be clear to children and parents and related to the learning objective of the task. These corrections
should be acknowledged when completed by being marked, initialled and/or followed-up by the
teacher. Attention is paid by teachers to any IEP requirements when thinking through the requests
for corrections by individual pupils for whom these are in place.
Time should be allocated for pupils to read their written feedback and to make any
corrections/improve a specified section of work if appropriate so that the marking is useful and
pupils “close the gap”.
3.
Symbols Used in Marking in FS1 or FS2
Stamps may be used to mark work. They may also be used to set targets for future pieces of work
i.e. at the top of the next page.
4. Symbols Used in Marking in Years 1 and 2
Stamps may also be used to mark work, as a visual which is especially useful for new readers who
may not be able to read remarks or suggestions for improvement. They may also be used to set
targets for future pieces of work i.e. at the top of the next page. Symbols to be used by the teacher
are as follows:
FS1 to year 2 - Marking Symbols
Symbol (written in
The Target
the margin or by
the target)
Indicating a good point or correctness.
X or ( )
Indicating an incorrect point or answer.
1:1
Indicating if work completed with
constant teacher support
Indicating if work completed with some
teacher support
H
Sp
I
Indicating if work completed
independently
C
Indicating in Maths that work has been
corrected
Indicating an incorrect spelling. These
will usually be ‘tricky, words, keywords
or words that are topic and possibly on
display
Action
Correction may be
requested.
These needs to be
corrected
Year 3 – 9 Marking Symbols
Symbol )
The Target
Indicating a good point or
correctness.
X or ( )
Indicating an incorrect
point or answer.
?
Indicating that something
doesn’t make sense.
Circle or underline, the
incorrectly spelt word a
‘Sp’ in the margin.
^
P
C
//
WW
NAS
1:1
H
I
C
Indicating a spelling
correction to be made
Indicating a word or
phrase is missing.
Indicating a missing
punctuation
Indicating a missing capital
letter.
Indicating that a new
paragraph is required.
Indicating a wrong word
(Homophone)
Indicating Not a Sentence
Indicating if work
completed with constant
teacher support
Indicating if work
completed with some
teacher support
Indicating if work
completed independently
Indicating in Maths that
work has been corrected
Action
Correction may be requested.
Put an explanation in the margin or an
* and an explanation at the end of the
work.
Or see the pupil to discuss.
Action to comply with spelling policy
from Head of English
Model correction for the pupil or
request pupil correction.
Model correction for the pupil or
request correction themselves.
Model correction or request
pupil correction.
If necessary discuss the reasons why
we use paragraphs with the pupil.
Help pupil to see where he/she has
gone wrong or select right word
Model correction or request pupil
correction-useful for when a pupils
uses subordinate clauses as if they
were sentences or writes
comprehension answers without
contextual reference to the question.
Children’s Guide to Effort Grades
Grade 1
Excellent
11
Grade 2
Good
2
Are you:
 enthusiastic & focused at all times;
Are you:
 enthusiastic and focused most of the time;











always producing your best work;
always presenting your work as well as you can;
making relevant & thoughtful contributions;
completing preps to a high standard;
being helpful in lessons?
Do you:
 come prepared for your lessons;
presenting your work well;
doing what is expected most of the time;
involving yourself in class discussions;
completing preps to a good standard;
generally helpful in lessons?
Do you:
 rarely forget equipment;
 always arrive on time.
 mostly arrive on time.
YES!
Then you deserve a
3
mostly producing your best work;
YES!
Then you deserve a
1
Grade 3
Fair
4
2
Grade 4
Unsatisfactory
Are you:

fairly enthusiastic and sometimes focused;
Are you:

seldom enthusiastic and hardly ever focused;



sometimes looking for excuses to not do your best work;



often making excuses for poor work;



doing the minimum that is expected;



doing less than is expected most of the time;

generally arrive on time.

seldom arrive on time.
presenting your work as just acceptable;
sometimes unsettled and needing encouragement to stay on
task;
rarely involving yourself in class discussions;
producing preps that are only of a fair standard?
Do you:

forget equipment;
YES!
Then you deserve a
3
presenting your work messily;
taking up a lot of the teacher’s time & disturbing other
pupils;
showing no real effort/interest in learning;
seldom producing acceptable preps?
Do you:

rarely have the right equipment;
YES!
Then you deserve a
4
Term 1
Whole
school
Appendix 7 - Assessment Cycle
Term 2
Term 3
Initial assessments
Review sets/streams
Review sets/streams
Set Targets
Reset individual learning
targets throughout the term
as necessary
Set Targets
Reset individual learning
targets throughout the term
as necessary
Set Targets
Reset individual learning
targets throughout the term
as necessary
End of term assessments
End of term assessments
End of term assessment
Interim Progress Report
Interim Progress Report
Interim Progress Report
Review sets/streams
Review sets/streams
Review sets/streams
Set Targets
Re set individual learning
targets throughout the term
as necessary
Set Targets
Re set individual learning
targets throughout the term
as necessary
Set Targets
Re set individual learning
targets throughout the term
as necessary
End of term assessment
End of term assessment
End of term assessment
Written report to parents
Interim Progress Report
Written report to parents
Phonics assessment
Parents evening
Phonics assessment
Parents evening
Phonics assessment
Parents evening
Junior Parents evening
Parents evening
Parents evening
Yr7-8 Internal exams
Parents evening
Internal exams
Parents evening
Internal exams
Yr 9
Internal exams
Internal exams
Parents evening GCSE option
focus
Writing
Reading
Maths
Pre Prep
Internal exams
Parents evening
Final Statement
National curriculum and assessment from September 2014: information for schools
Crown 2014
Assessment levels have now been removed and will not be replaced. Schools have the freedom to
develop their own means of assessing pupils’ progress towards end of key stage expectations.
Many schools already have good assessment systems in place and may choose to continue using
these systems, provided they suit the new national curriculum.