At Chartham Primary we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum.
We use 3 broad overarching forms of assessment: day-to-day in-school formative assessment, in-school summative assessment and nationally standardised summative assessment.
Formative assessment techniques used at Chartham Primary School:
Formal Termly Summative assessments:
EYFS and Y1 | Termly: - Phonics after each Little Wandle block is completed - reading related to LW assessments (above) |
Year 1 | Summer 2: - reading - maths (arithmetic and reasoning) |
Year 2 | Spring 2: - reading - maths (arithmetic and reasoning). Summer 2: KS1 SATs – opt in. |
Years 3,4 and 5 | Autumn 2, Spring 2 and Summer 2: - reading - spelling & grammar - maths (arithmetic & reasoning) |
Year 6 | Autumn 1, Autumn 2, Spring 1, Spring 2: Previous SATs materials. |
Access arrangements are put in place as standard practice to support any children with additional needs or disabilities (SEND).
Nationally standardised summative assessments include:
Collecting and using data
At Chartham Primary School we use Insight Assessment Tracking to collect and analyse data.
Reporting to parents/carers:
Termly Learning Conferences:
School reports:
- EYFS: progress, current attainment against the Early Leaning Goals and targets are shared and discussed.
- KS1 and 2: progress, current attainment (reading, writing and maths) and targets are shared and discussed.
EYFS teachers will report whether children are on track to be emerging or expected against each Early Learning Goal.
KS1 and 2 teachers will report whether children are on track to be emerging, expected or exceeding in reading, writing and maths (indicating the year group they are currently working within for each subject).
Tapestry:
Our children's learning is regularly shared with parents/carers via Tapestry (online journals)
Inclusion
The principles of this assessment policy apply to all pupils, including those with special educational needs or disabilities (SEND).
Assessment will be used diagnostically to contribute to the early and accurate identification of pupils’ special educational needs and any requirements for support and intervention.
We will use meaningful ways of measuring all aspects of progress, including communication, social skills, physical development, resilience and independence. We will have the same high expectations of all pupils. However, this should account for the amount of effort the pupil puts in, as well as the outcomes achieved.
For pupils working below the national expected level of attainment, our assessment arrangements will consider progress relative to pupil starting points, and take this into account alongside the nature of pupils’ learning difficulties.
As soon as more up to date versions are available, they will be uploaded.
A member of Inspira Academy Trust, a charitable company limited by guarantee incorporated in England and Wales, with company number 13188733.