At Northolmes we endeavour to support all pupils in making better than expected progress, raising confidence, self-esteem and independence in our pupils. We see assessment as central to this.
At Northolmes, our assessment approach includes: Formative ongoing teacher assessment through regular marking and feedback, observations of pupils, termly summative assessments in core subjects (including KS2 National Curriculum tests) and weekly tests (E.g. spellings, times tables etc). This policy is written in line with all subject based policies and the Marking and Feedback Policy.
- To ensure children progress, knowing their achievements and what they need to do next.
- To internally track pupils for attainment and progress.
- To ensure teacher planning is amended in order that the teaching and learning meet the needs of all children.
- To have a consistent approach that measures school progress against national standards.
At Northolmes, our approach to assessment is centered on our core principles.
- All assessment is robust, reliable and accurate in order to capture where pupils are in their learning and identify what specific steps are necessary to help pupils make progress and achieve their full potential.
- Assessment drives our school improvement, raising standards and quality of teaching and learning.
- Assessment should be used to give valuable feedback to pupils so that they can acknowledge their strengths and understand what they need to do next.
- Assessment should be coherent across the school, using one clear system (with judgement validated by internal moderation), which can demonstrate comparison against expected standards and reflect progress over time.
- Assessment is used to give reliable information to parents about how their child is performing and what they can do to help them achieve further.
To track and monitor progress across the school, we use the Target Tracker system. The system is updated at the end of each block of learning and then raw data is collected at the end of each half term.
Monitoring and Evaluation
Both teacher assessments and formal assessments (tests) are moderated by Senior Leaders to ensure parity. Assessment data informs performance management targets to ensure pupil progress is at the heart of whole school improvement. Following assessment, data is analysed in detail by the DHT/HT and Pupil Progress Meetings are held with all staff to identify pupils who may require further intervention and support, whilst raising expectations and standards of the quality first teaching that pupils should experience. Lesson Observations use outcomes from pupil progress meetings to focus on these pupils and ensure that accelerated progress is being addressed within teaching
Special Educational Needs
Pupils identified on the SEN register are assessed in line with other pupils. For pupils who receive specific programmes of intervention, baseline and exit assessments are completed in order for the school to monitor progress and the impact of the intervention on improving outcomes.
To meet the needs of learners, particularly in mathematics and phonics, where prior understanding of concepts is essential in order to access the level of work being studied, pupils are streamed into sets in order to receive a level of teaching which is appropriate to the level of the group. For more able pupils, maths teaching is targeted at a higher level of content, enabling these pupils to make accelerated progress in lessons than challenge them from the start.
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