ASSESSMENT POLICY
Through the delivery and monitoring of Assessment, we will ensure that we: eliminate discrimination, advance equality of opportunity and foster good relations.
From September 2014, the Government has introduced a New National Curriculum. The staff at Newall Green
Primary School have reviewed and adapted the Assessment curriculum in light of these changes.
The main changes to Assessment include:
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The previous National Curriculum Levels e.g. 2A, 3C, 3B are being removed.
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Newall Green Primary School staff will use a selection of assessment tools to assess what progress the children have made in the academic year.
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A tracking system will still be used to show the % of children on track and the progress a child has made over time but the ‘levels’ used on the system have been redefined by the staff working party and disseminated accordingly.
“As part of our reforms to the National Curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed when reporting to parents as we believe this system is complicated and difficult to understand, especially for parents”.
Rationale
Assessment should make children successful learners by identifying their stage of development and achievement
(academic, social, creative and spiritual) and developing their skills in order for them to achieve their maximum potential. It is a progressive process which, by the collection of holistic evidence (both individual and comparative), assists adults and teachers in their planning so that each child is equipped with the skills, attitudes and abilities to succeed in this challenging world.
To make our assessments we:
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Use Assessment for learning
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Use Learning Walls’ to clearly show how children can move forward their own learning and celebrate success.
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Set Clear targets in conjunction with the pupil.
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Use Check sheets at start of topic or genre so that pupil’s know what is expected in a piece of work.
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Use a clear system for giving feedback through marking so that pupils are clear about their next steps.
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We encourage peer assessment and self-assessment, so that they can become reflective and self-managing.
Individual Needs
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The responsibility for identifying, assessing and monitoring children with special educational needs, or who are gifted and talented, is the responsibility of the class
Reports
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Parents receive two written reports a year. In the reports the teacher will refer to the progress a child has made and if they are at the expected level for a child of their age.
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2simple will be used by the teacher to capture examples of behaviour, spiritual, moral & social evidence and topic activities including outdoor learning, which will be sent directly to the parent via email. This will support the information sent home via the reports so that parents can establish a good picture of how their child is doing engaging with a broad and balanced curriculum.
Pupil Record Sheets on Sims
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Records of progress are kept on Sims these are tracked and monitored on a half termly basis for all core subjects from Step up to Year 6.
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Non-core subjects are tracked and monitored on a termly basis.
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RAP meetings (Raising Attainment profiles) are used to target children who are not working at the level required for a child of the specified age. These are led by the head teacher.

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Phase Leaders are responsible for tracking the percentage of children on track for their phase.
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Phase Leaders are responsible for allocating TA’s to the correct intervention group and assigning pupils accordingly.
Assessment materials
Autumn
Baseline assessments made in core subjects for all key stages.
Spring Summer
End of year assessments made for Step up, Nursery &
Assertive maths used half termly
Half termly reading & writing assessments.
Phonics tests year 1 & 2 Phonics tests year 1 & 2
Reception.
SATs papers for Core subjects for Year 2 upwards.
Year 1 as above but without
SATs papers.
Reception & year 1 teachers to set targets from Reception data using modified systems.
On-going systems
Autumn
Reading records
Weekly spelling tests
SPAG tests
Writing levelling
Rising stars ICT – 2 units per term
Spring
Maths key objective checklists
Benchmarking as needed
Foundation Stage profile
NON – core assessment systems as on ‘teachers only’
Mental maths tests
Evidence
Formative records
Individual record keeping in the class assessment file.
Marking comments in exercise books.
Foundation observations for Profiles.
Summative records
SATs and QCA results
Summer reports
Rising Star results and class data
SIMS Assessment Manager Data (Maths, Literacy, Science, RE)
Maths Assessment Sheets
Foundation profiles
Data Storage
Assessment information is stored in:
Class assessment folder
SIMS Assessment Manager
Summer