Assessment Policy

Principles and objectives held by the school

At Springwell we aim to provide an excellent education for children of all abilities. In order to do this, we provide a broad, balanced
and differentiated curriculum, matching teaching to learning styles. Underpinning this provision is a commitment to a continuing
cycle of planning, assessment and review. We recognise that it is the responsibility of the class teachers in the first instance to
monitor the progress of individual children by continuous formative assessment reflected in short term planning.
We aim to ensure equality of opportunity and equality of access to the curriculum for all children, whatever the gender, race,
culture or ability. We believe that individual assessment, with regard to the child’s background, enables us to meet this aim. We
recognise the duty not to treat a disabled child less favourably and the duty to make reasonable adjustments.
We work closely with outside agencies in order to provide appropriate individual assessments for the identification of special
educational needs. We recognise that a child must not be regarded as having a learning difficulty solely because the language, or
form of language, of the home is different from the language in which s/he is being taught.
We aim to work in partnership with parents and carers, we believe that their views must always be considered when assessing pupil
progress.

Target Tracker

Target Tracker is used throughout the school to support assessments in all subjects. Staff enter data term by term matching
performance against the NC programmes of study. This helps to achieve a clear picture of attainment and progress. Individual
pupils and groups of pupils can be easily tracked.

Types of Assessment

Formative Assessment (See AfL Policy)

Formative assessment is assessment for learning. It is day-to-day ongoing assessment as part of the repertoire of teaching strategies.
It is based on how well children fulfil learning intentions, provides feedback and involves children in improving their learning. It also
strongly influences planning.
Short- term plans show clear learning intentions, differentiation and assessment notes for future planning. Assessment through
omission is used across the curriculum to identify children who need more help or more challenge. Teachers share learning intentions
and develop success criteria with children during each lesson. This encourages pupil involvement and comment on their own
learning. Children are trained to evaluate their own, and others’ achievements against the learning intention/success criteria.
Feedback, oral or written, tracks progress diagnostically, informs the child of successes and weaknesses and provides clear strategies
for improvement. Celebrating all aspects of achievement provides motivation and improves self-esteem thus enabling pupils to
achieve academic success more readily. Self-esteem is the most significant factor in being a successful learner.

EYFS

Throughout our Early Years setting, practitioners use the Development Matters and Early Learning Goals (ELGs) as a part of their daily
observation, assessment and planning. On-going formative assessment is at the heart of effective early years practice. Staff make
regular observations of how children act and interact and take photographs and make notes of what they can do to help identify
where they may be in their own developmental pathway. Teachers collect this evidence and upload to Tapestry, the online learning
journal. EYrs practitioners can log onto this platform weekly and use evidence collected to inform their judgements of whether pupils
are ‘Emerging, Expected or Exceeding’ in each aspect of the early years ages and stages. Parents are able to use a personal login
and access their child’s Tapestry data at any time over the year.
These judgements are used to help track pupil progress alongside evidence in pupil books, ongoing assessments, observations and
notes. Analysis of data is used to inform individual pupil targets and to plan appropriate support. It is also used to help identify whole
class coverage of the Early Years curriculum and more general gaps in knowledge.

Summative Assessment

Summative assessment is assessment of learning. It is snapshot testing which establishes what a child can do at that time. The
following forms of summative assessment are used at Springwell:

Baseline

A baseline assessment is carried out at the beginning of nursery, reception and Year 1 to establish a child’s ability at the beginning of
the year. The evidence is gathered through observation of children’s behaviour to specific activities. These activities have been
compiled by year group leaders. In Year 2-6 teachers will review Target Tracker and change if necessary by the end of Autumn 1.


Summative tests (see assessment overview)
An assessment period towards the end of each term is allocated for children to be tested in reading, writing, maths and GPS. Type of
test, time and frequency vary according to year group. These tests give a good indication of whether pupils are working towards,
meeting or exceeding year group expectations for the time of the year. Along with ongoing formative assessment teachers will
update Target Tracker. This assessment period is followed by a Pupil Progress Meeting whereby the class teacher and the Senior
Management Team meet to analyse the results and to plan appropriate targets and support. Assessment information is used to plan
teaching and learning strategies, including the identification of pupils who are working below their target, falling behind in their
learning or who need additional support, enabling pupils to make good progress and achieve well. When tracking assessment
information, the SMT and subject coordinators carefully track the progress of different groups within the school. They also compare
the progress rate of different groups. This information is then used to help plan to raise standards in any group identified as not
making adequate progress.

End of Early Years Foundation Stage (EYFS)

In the final term of Reception, the EYFS Profile is completed for each child. This provides parents, carers and practitioners with a wellrounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for
Year 1. The profile reflects ongoing observation (as described above), records, discussions with parents and carers and adults
working with the child. Each child’s level of development is assessed against the early learning goals (ELGs). Practitioners must
indicate whether pupils are:
• Meeting expected levels of development
• Exceeding expected levels
• Not yet reaching expected levels (Emerging)
The Reception teacher meets with the Year 1 teacher to discuss each child’s stage of development and learning needs. This informs
planning in the first term of Year 1 and beyond.
At the end of the Reception year parents receive a written report which:
• States the child’s attainment against the ELGs
• Summarises attainment in all areas of learning
• Comments on general progress including the characteristics of effective learning
Parents are invited into school at the end of Reception to discuss the Profile. The report is specific, concise and identifies appropriate
next steps. The results are also sent to the Local Authority. The EYFS profile data is used to measure a Good Level of Development
within the EYrs setting:
• Levels of learning and development in each of the areas of learning for individual pupils and the class
• The attainment of children born in different months of the year
• The attainment of different groups of children e.g. SEND and Pupil Premium
Nationally Standardised Summative Assessment
Nationally standardised summative assessment provides information on how pupils are performing in comparison to pupils
nationally:

Year 1 Phonics Screening Check

This check demonstrates how well a child can use the phonics skills they’ve learned up to the end of Year 1 and identifies pupils who
need extra phonics help. It consists of 40 words and non-words that a student reads 1:1 with a teacher. Each child is scored against
a national standard – children who do not meet the expected level in Year 1 are given extra phonics support and then repeat the
test near the end of Year 2.

End of Key Stage 1 tests

All pupils sit the following tests at the end of Year 2:
• Reading
• Grammar, Punctuation and Spelling (GPS) – OPTIONAL
• Mathematics
• Writing (teacher assessment)

Year 4 Multiplication Tables Check (MTC)

The Multiplication Tables Check (MTC) is a KS2 assessment to be taken in June by Year 4 pupils from the year 2019/2020. The purpose
of the MTC is to make sure the times table knowledge is at the expected level. The MTC is an online test where the pupils are asked
25 questions on times tables 2 to 12. The children have 6 seconds to answer each question, there is a 3 second rest between each
question.

End of Key Stage 2 tests

All pupils will take the following tests at the end of Year 6:
• Reading
• Grammar, Punctuation and Spelling (GPS)
• Mathematics
• Writing (teacher assessment)
At the end of KS1 and KS2 pupils will be given a scaled score and a ‘performance descriptor’ against the expected standard.
The results are used to benchmark our school’s performance against other schools locally and nationally. The Senior Management
Team makes judgements about the school’s effectiveness and analysis of data is used to inform the School Development Plan.


Reporting
Reporting not only fulfils legal requirements but also is vital part of our relationship with parents and the wider community, serving to
support and extend pupil progress.

Reporting to Parents

• Termly Parent Consultation Meetings: these meetings focus on the curriculum – what pupils can do and what they need to do
to improve (targets).
• Annual Reports (including assessment against end of year government expectations)
• The results of any statutory assessments e.g. the Phonics Screening Check and end of KS1 and KS2 SATs tests.

Reporting to Governors

• The Head Teacher’s Report to Governors (termly)

Pupils

• Through formative assessment strategies pupils get instant feedback on a daily basis.
• Next step marking informs pupils of what they have done well and what they need to do to improve. Pupils are actively
encouraged to respond to teacher’s comments, questions and commands in their marking, to self-evaluate their work and set
their own targets based on a success criteria.

Local Authority and Government (DfE)

• All statutory information (including relevant teacher assessments) are sent to the Local Authority and DfE as required.

Role of the Assessment Coordinator

These responsibilities include:
• Contributing to Action Plans and the SDP - through work with the SMT
• Leading school development in assessment, recording and reporting
• Planning assessment arrangements - alongside all curriculum coordinators
• Networking with other assessment coordinators
• Ordering/purchasing SATs tests and other assessment materials/resources
• Analysis of data to inform Pupil Progress Meetings, Performance Management and SEND/Vulnerable Pupil Provision Mapping

Moderation and Standardisation

Moderation is important to ensure a consistent approach to assessment across the school. When teacher assessments are carried
out, it is important that there is evidence recorded to justify judgments made.
At Springwell the following takes place:
• Termly Moderation of Reading, Writing and Mathematics assessments
• Small Schools’ Cluster: Moderation of Reading, Writing and Mathematics assessments
• Early Years staff meeting regularly to moderate work for the EYFS profiles
• When selected, Local Authority moderation
AS January 2020

 

SPRINGWELL SCHOOL
Assessment Overview 2019-2020

Key Stage 1

Autumn Term

Nursery Reception Year 1  Year 2  Whole School
• On entry baseline,
Target Tracker
updated
• EYFS profile ongoing
• Termly yellow book
writing assessment,
moderate.
• Update Target Tracker
• EYFS cluster meetings
• On entry baseline, Target
Tracker updated.
• Submit on entry to
borough.
• EYFS profile ongoing
• Yellow book writing
assessment, each half
term. Moderate in year
groups.
• Update Target Tracker
• Monitor reading progress
• EYFS cluster meetings
• Phonics phase
assessment
• On entry baseline,
Target Tracker starting
points
• Yellow book writing
assessments each half
term, moderation in
year groups
• Monitor reading
progress
• Update Target Tracker
• Sharing targets
• Phonics phase
assessment.
• Practise phonics
screening.
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test
• Review Target Tracker
within 3 weeks
• Yellow book writing
assessments,
moderation in year
groups
• Sharing targets
• Monitor reading
progress
• Identify children who
failed phonics
screening
• Practise phonics
screening
• Update Target Tracker
• Phonics and SPAG
assessment
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test

• Pupil Progress
meetings, half termly if
necessary
• Setting up intervention
groups
• Target Tracker
update, termly
• End of unit
assessments for
foundation subjects
• Moderation across
the school in reading,
writing and maths.
• Monitor reading files
• Monitor planning files
• EAL benchmarking
• SEN reviews
• Parents Day – sharing
information

 

 Spring Term

Nursery Reception  Year 1  Year 2  Whole School
• EYFS profile ongoing
• Termly yellow book
writing assessment,
moderate.
• Update Target Tracker
• EYFS cluster meetings
• EYFS profile ongoing
• Yellow book writing
assessment, each half
term. Moderate in year
groups.
• Identify children for
phonics groupings
• Update Target Tracker
• Monitor reading progress
• EYFS cluster meetings
• Introduce Guided
Reading
• Phonics phase
assessment
• PIRA – end of term
reading test
• Yellow book writing
assessments each half
term, moderation in
year groups
• Monitor reading
progress
• Phonics phase
assessment
• Phonics screening
practise
• Update Target Tracker
• Moderation cluster
meetings.
• Reviewing targets with
children and parents
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test
• Yellow book writing
assessments,
moderation in year
groups
• Monitor reading
progress
• Phonics screening
practise
• SATS practise and
error analysis
• Reviewing targets with
children and parents
• Moderation cluster
meetings
• Phonics and SPAG
assessment
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test
• Pupil Progress
meetings, half termly if
necessary
• Review intervention
groups
• Target Tracker
update, termly
• End of unit
assessments for
foundation subjects
• Moderation across
the school in reading,
writing and maths.
• Monitor reading files
• Monitor planning files
• SEN reviews
• Parents Day – sharing
information
• Mid-term report

Summer Term

Nursery Reception Year 1 Year 2 Whole School

• EYFS profile ongoing

• Termly yellow book writing assessment, moderate.

• Update Target Tracker

• EYFSP agreement trialling

• Identify children for phonics groups

Yellow book writing
assessment, each half
term. Moderate in year
groups.
• Update Target Tracker,
complete EYFSP
• Monitor reading progress
• EYFSP agreement trialling
• Data collection,
submission and analysis
• PUMA – end of term
mathematics assessment
test
• PIRA – end of term
reading test
• Yellow book writing
assessments each half
term, moderation in
year groups
• Monitor reading
progress
• Phonics screening
• Update Target Tracker
• Reviewing targets with
children and parents
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test
• Yellow book writing
assessments,
moderation in year
groups
• Monitor reading
progress
• Phonics screening
practise
• Phonics screening
• Reviewing targets with
children and parents
• SATS tasks/tests
• Moderation cluster
meetings or
Moderation
• Moderation with Year
3 teachers
• PUMA – end of term
mathematics
assessment test
• PIRA – end of term
reading test
• GAPS Grammar,
punctuation and
Spelling test
• Pupil Progress
meetings, half termly if
necessary
• Review intervention
groups
• Target Tracker
update, termly
• End of unit
assessments for
foundation subjects
• Moderation across
the school in reading,
writing and maths.
• Monitor reading files
• Monitor planning files
• SEN reviews
• End of year report
• Changeover day
• Data collection,
submission and
analysis

 Key Stage 2

Autumn Term

 

Year 3 Year 4 Year 5 Year 6 Whole School
• Accelerated Reader
STAR Reading test to
be completed in the
initial two weeks
(provides baseline
ZPD)
• Following this, they are
then completed half
termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Autumn term
Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker
to be updated.
• Target Setting
• Accelerated Reader
STAR Reading test to be
completed in the initial
two weeks (provides
baseline ZPD)
• Following this, they are
then completed half
termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Autumn term
Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and Spelling
test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
Multiplication Tables check
to be confirmed, trial in June
2020
• Accelerated Reader
STAR Reading test to be
completed in the initial
two weeks (provides
baseline ZPD)
• Following this, they are
then completed half
termly.
End of term assessments
• PIXL Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Autumn term
Assessment)
• PIXL Reading test
• PIXL Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
• Accelerated Reader
STAR Reading test to
be completed in the
initial two weeks
(provides baseline
ZPD)
• Following this, they are
then completed half
termly.
End of term assessments
• PIXL Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Autumn term
Assessment)
• PIXL Reading test
• PIXL Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker
to be updated.
• Target Setting
• PiXL – subscription for
targeted intervention,
if applicable to
individual pupils.
• Pupil Progress
meetings, half termly if
necessary
• Setting up intervention
groups
• Target Tracker update,
termly
• Times Table and
Spelling tests to be
completed as
required.
• End of unit reviews for
foundation subjects
• Moderation across the
Key Stage in Reading,
Writing and Maths
through book looks.
• Internal Writing
Moderation
conducted in
November, following
Assessment Week.
• Monitor Accelerated
Reader (track reading
habits, quizzes, interest
and engagement)
• Monitor planning files
• EAL benchmarking
• SEN reviews
• Parents Day

Spring Term

Year 3 Year 4 Year 5 Year 6 Whole School
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Spring term
Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker
to be updated.
• Target Setting
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Spring term Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and Spelling
test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
Multiplication Tables check
to be confirmed, trial in June
2020
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PIXL Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Spring term Assessment)
• PIXL Reading test
• PIXL Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PIXL Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Spring term
Assessment)
• PIXL Reading test
• PIXL Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker
to be updated.
• Target Setting
• Rising Stars (PUMA,
PIRA, GAPS) –
subscription for
targeted intervention,
if applicable to
individual pupils.
Mock SATS week to be
arranged.
Boosters to be organised.
Staffing and ratios for SATS
to be confirmed.
NCA Tools to apply for
individual pupils,
additional time and
specific tests.
• Pupil Progress
meetings, half termly if
necessary
• Review intervention
groups
• Target Tracker update,
termly
• Times Table and
Spelling tests to be
completed as
required.
• End of unit reviews for
foundation subjects
• Moderation across the
Key Stage in Reading,
Writing and Maths
through book looks.
• External Writing
Moderation with Local
Cluster schools (TBA)
• Monitor Accelerated
Reader (track reading
habits, quizzes, interest
and engagement)
• Monitor planning files
• SEN reviews
• Parents day – sharing
books

 

Summer Term

Year 3  Year 4 Year 5 Year 6 Whole School
Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Summer term
Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker
to be updated.
• Target Setting
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PUMA Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Summer term
Assessment)
• PIRA Reading test
• GAPS Grammar,
punctuation and Spelling
test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• PIXL Mathematics
Assessment test
(Reasoning)
• White Rose Maths
Arithmetic test (End of
Summer term
Assessment)
• PIXL Reading test
• PIXL Grammar,
punctuation and
Spelling test
• Following assessment
week, Target Tracker to
be updated.
• Target Setting
Transition Therapy to be
confirmed to support
targeted children.
• Accelerated Reader
STAR Reading test
completed half termly.
End of term assessments
• SATS
• Target Tracker to be
updated with final
Teacher Assessments
• Target Setting
System in place for Writing
Moderation (if confirmed)
Checklist for SATS (rooms,
individual pupils, procedures)
• Pupil Progress
meetings, half termly if
necessary
• Review intervention
groups
• Target Tracker update,
termly
• Times Table and
Spelling tests to be
completed as
required.
• End of unit reviews for
foundation subjects
• Moderation across the
Key Stage in Reading,
Writing and Maths
through book looks.
• Monitor Accelerated
Reader (track reading
habits, quizzes, interest
and engagement)
• Monitor planning files
• Final SEN reviews
• End of Year Reports