Our Lady of Lourdes RC Primary

Our Lady of Lourdes RC Primary

School

Assessment Policy

We are a Catholic School.

We strive to be a sign of Christ’s presence in the world.

We follow Jesus.

Assessment Policy

Introduction

We aim for high quality teaching and learning, and the heart of this is effective assessment, underpinned by our growth mindset belief that all pupils can suceed.

We use three main forms of assessment: in-school formative, in-school summative, and national standardised summative assessment.

Aims

The aims of assessments are to enable:

· Teachers to respond accuratley to the learning needs of each pupil and, with the contribution of support staff, give ongoing suppot to enable all pupils to make progress

· Setting pupil targets

· Pupils to demonstrate what they know, understand and can do in their learning

· Pupils to have an active role in identifying their own learning needs and know how to improve their work

· Parents/Carers to support their child’s learning

· Leaders to evaluate and continually improve on the quality of provision for all pupils

Key objectives

Using formative assessment to inform teaching, and providing for the learning needs of all pupils / Typical methods of formative assessment include:
· Question and answer sessions
· Targeting questions
· Ongoing observations
· Opportunities for pupils to make their learning visible, for example, on mini-whiteboards
· Discussions between staff working with groups of pupils
· Verbal and written feedback
Recording pupils’ skills, knowledge, abilities and achievements using consistent methods and approaches across the school / We ensure consistency in teacher assessments by:
· Agreeing details of criteria
· Moderating within/between year groups
· Moderating links with local schools
· Joining borough-wide moderation activities
· Discussing consistency in planning sessions
· Feeding back
Giving constructive feedback to pupils in a range of ways that enable them to have an active role in identifying their own learning needs and how to make progress / In Key Stages 1 and 2, pupils are involved in contributing to their short-term targets by:
· Discussing areas of development
· Keeping targets visible to pupils
· Reminding pupils of their targets and discussing progress towards them
· Use of self and peer assessment to encourage pupils to evaluate their own and other’s achievements against the learning objective and success criteria
Using a systematic approach for informing parents of their child’s progress and giving advice on how to support learning at home / We inform parents of pupils’ targets by:
· Meeting with parents formally at CHaT meetings; one held in Autumn and the second in the Spring term
· Meeting with parents when or if a need arise
· Sending parents annual written reports – Summer term
· Sending home pupils’ targets
Systematically monitor and evaluate pupils’ progress on an individual and school basis, and use the results to plan for improvement / The senior leadership team and curriculum leaders are responsible for ensuring that:
· Assessments are maintained consistently and teachers are given advice and support in maintaining them
· Assessment information is used to evaluate provision and improve practice through feedback and advice, and also improve attainment
· Progress meetings are held, where teachers and leaders meet to review the attainment and progress of the class
· RAAPs (Raising Attainment and Achievement Plans) are written by class teacher to identify individuals/groups of pupils and the actions needed to improve their progress/attainment
Involving staff in the process of assessment and informing them of the outcomes / To support staff, we:
· Provide training in assessment processes and appropriate software
· Provide relevant documentation
· Give feedback to individuals or groups through monitoring activities
· Provide opportunities for staff to identify their own training needs through the appraisal process
Sharing information about pupils’ attainment / Information about individuals is restricted under our data protection policy to:
· School staff on a need-to-know basis, i.e. for the purposes of teaching
· The receiving school when pupils leave
· Professionals who work with the school for advisory purposes

Agreed Marking Code

The following agreed codes will be displayed in classrooms from Reception to Year 6 so that all children are aware of the meaning of the various markings.

Marking Codes – Reception, Year 1 and Year 2

Symbol / What it means
SP / Spelling mistake – to be used when appropriate e.g. in Year 2 when a high frequency word is misspelt frequently
VF / Verbal feedback given

Tchr

/ Worked with the teacher

OA

/ Worked with another adult

P

/ Correct

.

/ Incorrect

J

/ If achieved the learning objective

K

/ If learning objective still needs to be worked on
SC
/ Supply teacher has marked this, usually this is initialled
Great green sentence, highlighted to indicate achievement of learning objective or target
Yucky yellow sentence, highlighted to indicate that you should improve this word/sentence to work towards learning objective or target

Marking Codes – Year 3 to Year 6

Symbol / What it means
SP / Underline word. There is a spelling mistake on this line.
G / There is a grammar mistake on this line,
Please edit it.
[ ] / This section isn’t really needed.
// / You should start a new paragraph here.
VF / Verbal feedback given

/ Remember to check your work against your target.

/ This work deserves a merit point.

/ This work deserves a whole merit!

/ Peer Assessment

/ Self Assessment

/ Paired work

VCOP

/ The word or sentence is highlighted and letter underlined to indicate the mistake

Ticks

/ Linked to objectives one tick = must, two ticks = should, three ticks = could

√

/ Maths – this is correct

/ Maths - coloured dot means look again you need to change this

/ Maths -coloured ‘C’ means you must not change this but must do a correction separately –(the child has a reasonable understanding of the concept and the error is due more to carelessness than lack of understanding)

/ Teaching assistant or Learning Support Assistant has marked, given feedback or worked with the child to give support
SC
/ Supply teacher has marked this, usually this is initialled
(Great) green sentence, highlighted to indicate achievement of learning objective or target
(Yucky) yellow sentence, highlighted to indicate that you should improve this word/sentence to work towards learning objective or target