Harry Gosling Primary School, Assessment for Learning Policy,
Assessment is the primary tool for raising the standards of teaching and learning, with
summative assessment being assessment of learning and formative assessment being
assessment for learning. Assessment enables us to fulfill our potential as learners.
Principles:

All teaching staff, including TAs and Nursery Nurses, pupils and parents are involved in the
assessment process;

The process is underpinned by a belief that everyone can succeed;

Assessment is an integral part of our learning culture;

Learning goals are shared with pupils so that they recognise the standards they are aiming for;

Pupils are involved in self-assessment;

Pupils receive feedback that helps them recognise where and how they can improve;

Both pupils and teaching staff reflect on assessment data;

It is manageable.
Formative Assessment - Assessment for learning,
Formative assessment is the cornerstone of successful teaching and learning in all curriculum areas.
Listed below are the key elements of formative assessment.
Strategy
Purpose
1. Planning that is informed by
- ensures clear learning intentions and success criteria for
previous assessments – good
lessons;
use of assessment information
- lessons are well matched to pupils’ ability levels so that all
pupils are challenged.
- learning is reviewed and assessed during lessons to address
misconceptions and consolidate learning
2. Sharing learning intentions and
- focuses the attention of teacher and pupils;
success criteria, and reviewing
- helps establish a learning culture;
learning against these
- lays the foundation for assessment and self-evaluation.
3. Effective questioning
- develops thinking skills;
- extends pupils’ learning – eg through giving them the
opportunity to formulate their ideas in words – which
clarifies thinking and consolidates learning
4. Pupils self-evaluation - where
- encourages pupils to take responsibility for their learning;
pupils are trained to evaluate
- encourages independent and proactive approach to
their achievements against the
learning (rather than a passive one);
learning intention and success
- helps pupils to understand where they have been
criteria
successful and what they need to learn;
- opens up a dialogue between teachers and pupils.
5. Marking and feedback that is
- acknowledges success against the task criteria- shows
oral or written, involving
children what they are doing well;
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teacher-pupil or pupil-pupil
communication.
(TAs communicate assessment
info to teachers, to inform
planning)
6. Raising self-esteem by
encouraging pupils to see
learning as a continuum and
difficulty as a necessary stage in
the learning process
-
provides strategies for improvement – guides children on
how to improve;
Learning is personalized – fitted to the needs of the
individual;
gives pupils a central role in developing their learning.
is used as basis of planning
enables children to become confident & successful
learners with good learning behaviours – eg persistence
and regarding mistakes as a challenge to be tackled
provides motivation – through success and engagement;
enables pupils to become lifelong learners with a love of
learning
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Annual Assessment Timetable – Early Years: Nursery and Reception
Ongoing
Autumn term
Spring term
Recorded
EYFS leader reports to
Record observations long
observations
governors on attainment and
and short of children’s
(long and short,
progress from previous
learning
as well as
academic year, and sets
photos,
targets for current year, in
Involve parents in process
including
consultation with governors
on assessment
parental imput)
and head
of children – nur
Reception:
and reception
Parent conferences - record progress on
September
phonics programme,
Chart of
ongoing
progress against Complete annual attainment
age-related
profile sheets
Intervention programmes
criteria (nursery)
– review progress of
EYFS leader and Deputy
pupils
Use of Eye
monitor current picture of
profile to record progress & attainment
Parent conferences
progress against
Early Years’
Record observations long and 7-week baseline
points
short of children’s learning
assessment of new
descriptors
entrants to nursery
Involve parents in process on
Teachers and
assessment
Update attainment levels
TAs record
Nursery and Reception
progress of
7-week baseline assessment
on Age-criteria sheet and
children in
of new entrants to nursery
Eye Profile
intervention
programmes
Identify pupils for G&T
Review attainment
provision
&progress (are pupils on
Learning
track for LA & national
Mentor(s) record Update of Nursery agelevels at end of
progress of
criteria chart,
reception?) EYFS leader
pupils and report
& deputy
to teachers
Update of Reception
attainment on Eye Profile
Consider action to be
Observe
taken in areas of low
comparative
Reception:
attainment
progress of boys - record progress on phonics
and girls, are
programme, ongoing
Pupil Progress meetings
gender
with class teachers –
differentials
Intervention programmes –
EYFS leader
being
review progress of pupils
successfully
Work with staff to
addressed
Pupil Progress meetings with support progress in low
class teachers – EYFS leader areas (EYFS leader /
Senco)
Summer term
Record observations long and
short of children’s learning
Involve parents in process on
assessment
Reception:
- record progress on phonics
programme, ongoing
Intervention programmes –
review progress of pupils
Update attainment levels Nursery
and Reception on Age-criteria
sheet and Eye Profile
Review attainment &progress (is
this in line with LA & national
levels at end of reception?) EYFS
leader & deputy
End of year analysis of attainment
and progress, including how this
relates to different pupils groups
EYFS leader reports on
attainment and progress to
governors and in consultation
with govs and head identifies
needs for following term
Pupil Progress meetings with
class teachers – EYFS leader
Completion of Annual Record
Sheet for parents
Parent conferences July
Meet with next teacher for
handover of assessment and other
information
New teachers meet children for
following term for informal
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assessment of needs
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Assessment Timetable – KS1 and KS2
On-going
Autumn Term
Assessment is
used to inform
planning
Teachers record
SEN targets in
IEPs and review
progress
Teachers and
TAs record
progress of
children in
intervention
programmes
Teachers mark
and assess
pupils’ learning
Teachers keep
assessment
records across
all curric areas
Teachers set
learning targets
with pupils (in
books for li &
maths)
Learning
Mentor(s)
record progress
of pupils and
report to
teachers
Observe
comparative
progress of boys
and girls, are
gender
differentials
being
successfully
addressed?
Parent conferences – consultation
with parents on pupils learning
Teachers and SMT review end-of
year assessment information from
previous class (profiles), and
tracking information showing
progress year-on-year patterns of
attainment & progress
Year-group & class targets are set in
the light of the above (eg in terms of
attainment & progress in certain
areas, or for different groups - boys,
FSM, more-able, etc)
Action is planned to address yeargroup issues
Phase leaders are involved to support
actions of classteachers
Teachers: Attainment Profile Sheets
– enter end of Summer term levels
set annual targets for Reading,
Writing and Maths
These also show a range of info
Year 1 enter nursery points score
Assessment of current terms’
progress, before half-term, (using
APP teacher assessment for writing,
currently starting this for reading
Spring 10, also some use of optional
SATS & PM benchmarks. Similar
for maths
In year 1 - level descriptors,
Benchmarks & book bands are used
Progress on phonics programme and
HFW (high-frequency words) is
reviewed
TAs & teachers review progress of
pupils on intervention programmes
New levels are entered on
Attainment Profiles and tracking
Y1 now records attainment in NC
levels, 1C, 1B etc. At this point
pupils below 1C are entered in ‘P’
levels
Pupil Progress meeting at which
Overall progress & attainment is
reviewed
Including progress on class / year
Spring Term
Summer Term
Parent conferences –
consultation with parents on
pupils learning
Final term assessment of
attainment & progress Y1 – Y6
Assessment of current
terms’ attainment &
progress, before half-term,
(using APP teacher
assessment for writing,
currently starting this for
reading Spring 10, also some
use of optional SATS &
PM benchmarks. Similar for
maths
In year 1 - level descriptors,
Benchmarks & book bands
are used
Progress on phonics
programme and HFW (highfrequency words) is
reviewed
TAs & teachers review
progress of pupils on
intervention programmes
New levels are entered on
Attainment Profiles and
tracking
Pupil Progress meeting at
which
Overall progress &
attainment is reviewed
Including progress on class /
year group targets
Teachers & TAs report on
individual progress and
needs
And progress of vulnerable
groups eg fsm, boys, non
Bangladeshi etc, and plan
future support, with deputy
and senco
- Review progress of pupils
with IEPs
Teachers identify pupils for
G&T provision
Deputy reviews current
attainment and progress
(using data from tracking
and pupil progress info) –
written report to head,
shared with SMT and all
staff
Y6 SATs tests, in Maths and
English, use optional test to
assess science levels, along
with teacher assessment – in
line with national requirements
Y2 assessments after half-term,
to allow maximum progress,
using old SATs tests combined
with teacher assessment of
levels for maths and English
Y3, 4 and 5 use optional SATs
tests, combined with teacher
assessments including APP
Y1 use teacher assessment, and
APP criteria for guidance, as
well as Benchmarks, and book
bands
Classteachers complete pupil
attainment profiles for reading,
writing and maths
Levels entered into tracking
and data analysed and reviewed
with class teachers at...
Pupil Progress meetings, when:
Overall progress & attainment is
reviewed – what % of pupils have
made 3 – 4 points progress?
(target), and % on track for end of
Key stage target levels,
Including progress on class / year
group targets
Teachers & TAs report on
individual progress and needs
And progress of vulnerable groups
eg fsm, boys, non Bangladeshi etc,
and plan future support, with
deputy and senco
Deputy reviews current
attainment and progress (using
data from tracking and pupil
progress info), highlighting areas
of success – and where targets not
met. This is shared with SMT and
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group targets
Teachers & TAs report on individual
progress and needs
And progress of vulnerable groups eg
fsm, boys, non Bangladeshi etc, and
plan future support, with deputy and
senco
- Review progress of pupils with
IEPs
Teachers identify pupils for G&T
provision
Deputy reviews current attainment
and progress (using data from
tracking and pupil progress info) –
written report to head
Future action is planned – eg if class
/ year group issues arise or persist –
extra action planned and taken to
support this (eg extra support,
internal or from LA)
Action on year-group targets
is reviewed – eg if class /
year group issues arise or
persist – extra action
planned and taken to support
this (eg extra support,
internal or from LA)
- ICT & science levels are
recorded
Half-termly record of
- foundation subjects
assessment
- science end-of-unit
assessments
EAL - Review and record
speaking and listening levels
(Level 2 and below)
all staff. Written report to head &
governors
SMT - Analysis of results –
how successfully have targets
been met, identify areas of
strength & for improvement.
Update SIP and SEF.
Teachers: Complete Annual
report for parents – May, June
Parent conferences July
Monitor Class Files (July)
Handover of class information
to receiving teachers, July
- ICT & science levels are recorded
Half-termly record of
- foundation subjects assessment
- science end-of-unit assessments
EAL - Review and record speaking
and listening levels (Level 2 and
below)
Update SIP and SEF, consider Nexus
& Raiseonline Reports (end of Nov)
Assessment records to be kept in class file, and passed on to new class each year
Assessing pupils with special educational needs:
Individual assessments are made of pupils with sen. Sometimes these assessments are made by experts from
outside agencies. The assessments are made to help define the needs of the pupil and support the senco and
teacher in the preparation of an Individual Education Plan.
Children are identified as being gifted and talented, and provision is planned to extend their learning
appropriately.
Assessing pupils with English as a second language:
Nearly all pupils at the school have English as a second language. Their progress in spoken English is
assessed using the extended scale (see QCA doc – a Language in Common), by teachers and TAs with
support from the Ema co-ordinator. These assessments determine the level and type of support that is
provided.
Equal opportunities:
At Harry Gosling we believe that everyone has the capacity to succeed and our principles of assessment are
built on this foundation. In following this policy we enable all our pupils to fulfil their potential as learners.
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In applying its principles to ourselves as adults, we are also given the opportunity to be challenged, to
achieve and expand our own horizons.
Harry Gosling School, reviewed May 2010
Staff Inset 2009 - 2010
Autumn Term 09
Inset twilight session: an overview of end of 2009 attainment and progress – using graphs and charts showing
average attainment in reading, writing and maths y1 – y6, average progress y1 – 6
A breakdown in terms of gender, SEN, ethnicity and class and year-group was also shared, and targets for
catch-up this year, based on last year’s priorities, were set (these have been reviewed termly)
Issues identified included:
 low end of KS1 levels, with a high proportion of SEN, compared with national levels
 low end of Reception levels, with high SEN compared with national levels
 and low year 1 levels, with high levels of SEN, and other needs
 See year group target sheet for y1 – y6 (boys do better in some year groups than others – the trend is
for boys to start at lower levels, and to make more progress than girls
 Raiseonline shows no groups (Aut 09) to be significantly underachieving, but the lowest achieving
groups to be free school meals (particularly boys), and pupils of non-Bangladeshi origin (who form a
very small minority of the school)
Staff Meeting sessions
Reviewing and updating the marking policy
APP for writing (Engco)
Target-setting maths – Twilight session
Pupil progress meetings
Spring term 2010
Staff meeting sessions
Class profiles – looking at different pupils groups, and recording information about this, with notes on issues
and action
Pupil Progress Meetings – reviewing progress on class and individual targets
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Update of policy May 2011...
May 2011, Aide memoire for using assessment - including marking - to plan work consistently wellmatched to all pupils’ needs...
Marking – see policy for general requirements
Changed requirements
– all classes to do independent writing (in green book) every week
- Independent writing is to be marked, not necessarily in green & yellow
- A minimum of one piece of writing – either in blue literacy book or independent book – to be
marked using green and yellow marking (see policy for details) each week
- Pupils to be given time to respond to (yellow) improvement prompts
Using Assessment in planning
Before doing each week’s planning for literacy & maths...
– Check what marking & observations from last week’s lessons (see evaluation notes), target
coverage, gaps in APP-picture-of-learning, etc - are showing up as things that need to be followed up
on this week...
– Note these in the assessment sections at the top of the planning sheet
This can be specific (on-going) skills relating to the subject generally that showed up in your AFL
– eg for literacy - things to do with grammar – eg checking for meaning, use of correct tenses, spelling
strategies, etc
-
Or maths – specific skills – eg use of different operations, partitioning 2-digit numbers, using a
counting stick / number line, counting on or back in 10’s, recognising shapes / angles, etc (whatever
showed up in your AFL )
Or misconceptions or gaps from the previous week’s unit of work, that you identified
– eg - for literacy – picking up on issues about the use of appropriate features of a certain text-type
–
Or maths – overcoming misconceptions from the unit of work the previous week
Differentiation
– Remember to consider the needs of all pupils – ie all levels of ability, so that, the less able learn at
their level, and the more-able are challenged appropriately
When to fit this into this week’s planning
There are no rules, but usually...
–
if the thing to be worked on from AFL is something that does not particularly relate to the main
content of the new week’s topic or unit, then it may be best to fit it into a discrete slot at the start of
the lesson – the oral/mental starter, or sentence & word level section.
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–
If it does link to the coming week’s topic / unit, then just find the best place to revisit the aspects
you have identified in your AFL
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