Assessment is a continuous process and is incorporated into the teaching and learning experience for every child on a day to day basis. Assessment provides a framework for the monitoring of the child’s progress and enables staff to have realistic expectations that provide aspirational, but achievable, targets. Wherever it is appropriate, assessment is carried out in partnership with our children. Assessment of progress helps us to celebrate the successes of the children and allow them to reach their full potential.
Pupil Progress Meetings
Assessment information gathered in EYFS and KS1 is shared regularly, throughout the term, with all staff who are involved in supporting the pupils in the class. In addition to this termly pupil progress meetings are held. These meetings involve the headteacher, the deputy/SENCo, the class teacher and the class TA as well as those TAs who support children on a more individual basis. During these meeting the progress of each child is discussed and any barriers to their learning are planned for. At Woodfield we recognise the crucial role that SEMH (social, emotional and mental health) plays in the learning journey of every child and so this is also discussed during our pupil progress meetings.
Assessment in EYFS
In EYFS, assessments are made continually and recorded through the learning journey of each child. Assessments may be in the form of observations, annotated photographs or independently completed pieces of work. They may also include observations made at home.
Baseline and EYFS Assessment
During the first few weeks of the Reception Year all children will be assessed using a Reception Baseline Assessment (RBA). The results are used to inform planning, set targets and aid early identification of any potential Special Educational Need.
Children in EYFS will be assessed against age specific criteria from the Development Matters document. Children are assessed in the following areas:
The Prime Areas of Learning:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The Specific Areas of Learning:
- Understanding the World
- Expressive Arts and Design
In Reception there are 17 ELG (Early Learning Goals) descriptors which describe the three characteristics of effective learning. At the end of The Early Years Foundation Stage, for each ELG, teachers must judge whether a child is meeting the level of development expected at the end of the reception year, or has not yet reaching this level and is working towards it.
At the end of the reception year EYFS Profile data is submitted to the Local Authority and to the DfE. It will also be communicated to parents via the end of year report.
Assessment in KS1-Year One and Year Two
Assessments are made continually throughout the children’s time at school and are used to inform the next steps in teaching and learning.
At the end of each term, Year One and Year Two teachers will use the evidence collected throughout the term to make summative teacher assessments for every child in reading, writing and mathematics.
- NFER maths assessments will be used to inform the teacher assessment of maths, alongside evidence gathered throughout the term from the children’s day to day achievements.
- NFER reading assessment will be used to inform the teacher assessment of reading, alongside evidence gathered throughout the term from the children’s day to day achievements. Salford Reading Age tests will also be completed each term.
- For writing, any piece of writing can be used as evidence so long as the taught objective for the lesson is not used as evidence of independent achievement. Children also talk part in a national No More Marking activity during the year.
- Phonological awareness will be assessed using a phonics assessment system that has been designed in school.
Teachers in KS1 will carry out these assessments during an assessment week towards the end of each term. Any child who is absent when a test is carried out must complete it on their return.
The Phonics Screening Check
The phonics screening check takes place in June of Y1. The phonics screening check contains 40 words divided into two sections of 20 words. Both sections contain a mixture of real words and pseudo-words.
It is designed to give teachers and parents information on how a child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.
It checks that your child can:
- Sound out and blend graphemes in order to read simple words.
- Read phonically decodable one-syllable and two-syllable words, e.g. cat, sand, windmill.
- Read a selection of nonsense words which are referred to as pseudo words.
Further guidance on the phonics screening check can be found by clicking on the following link:
Statutory Assessments at the end of KS1
In KS1, children are assessed against Age Related Expectation (AREs) which are set out in a document called the Teacher Assessment Frameworks. Using this document, children at the end of KS1 are assessed in reading, writing, maths and science.
In reading, writing and maths three performance descriptors are used. These are:
- Working at a greater depth within the expected standard
- Working at the expected national standard
- Working towards the expected national standard
In science, children are judged to be working at the expected standard or not.
The children in our school will sit National Curriculum Tests, or SATs. These tests are statutory and are used to help inform and support the teacher assessments that are made. There are tests in reading; grammar, punctuation and spelling and in maths. These tests are externally set by the Standards and Testing Agency (STA) but they are internally marked by the class teachers. The tests are not timed. There are no National Curriculum Tests for writing or for science.
If you would like to see the Teacher Assessment Framework that is used to assess the children, then please click on the following link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/740343/2018-19_teacher_assessment_frameworks_at_the_end_of_key_stage_1_WEBHO.pdf
The Curriculum and Assessment at KS1-Information Sessions
In the first half of the Autumn Term, we hold Parents' Information Sessions in order to communicate more about how we deliver the curriculum and how we assess it. The PowerPoint that we use can be found by following the link below. You will also find links to the end of year expectation booklets. These booklets give detailed information about the expectations of each year for reading, writing and maths.
Key Stage 1 SATs
Here you will find links to SAT papers used in previous years. The papers are different each year and they are used to inform teachers' overall teacher assessment judgement of the children. They are not used as the sole judgement.