"The impact of the curriculum lies in whether our pupils have actually learnt the things our teachers have taught them. How do we know whether our pupils know what we think they know? At Newquay Primary Academy, in order to evaluate how well our pupils learn the content outlined in our curriculum we use a variety of assessment strategies.
In-school formative assessment
In-school formative assessment (to support and inform pupil progress) includes, but is not restricted to:
In-school formative assessment
In-school formative assessment (to support and inform pupil progress) includes, but is not restricted to:
- observational assessment
- marking of books
- oral feedback
- learning conversations (adult/child, child/child, etc)
- self-assessment
- peer assessment
- group assessment
- targeted questioning
- quick recap questioning to consolidate knowledge
- moderation and assessment of exemplar work of a range of stages,
- written feedback that links to assessment criteria
- use of examination materials.
In-school assessment for learning
In-school assessment for learning (diagnostic, evaluative and responsive see appendix for further detailed strategies) includes, but is not restricted to:
- Sharing Learning Goals/Intentions/Objectives
- Clear success criteria-written or verbal
- Using consistent feedback and marking strategies (see Marking and Feedback Policy)
- Pupil self-assessment and peer-assessment
- Use of effective questioning and response
- Target setting (verbally/written).
In-school summative assessment
In-school summative assessment (to summarise children’s abilities, attainment and progress more formally) includes, but is not restricted to:
- Termly formal PIRA, PUMA, GAPS standardised assessment/SAT style tests in Reading, Spelling, Grammar and Maths
- Year 3 baseline formal standardised tests in Reading, Spelling, Grammar and Maths and teacher assessment for writing.
Nationally standardised assessment
Nationally standardised summative assessment includes, but is not restricted to:
- End of Key Stage 2 Standard Attainment Tests (SATs)
In-school systems and processes
The Head of School and the Senior Leadership Team have developed systems and processes that have been designed to integrate assessment recording and reporting with curriculum planning. The roles of all staff using these systems are detailed below:
The Assessment Leader, Senior Leadership Team and Data Team
The Head of School and the Senior Leadership Team have developed systems and processes that have been designed to integrate assessment recording and reporting with curriculum planning. The roles of all staff using these systems are detailed below:
The Assessment Leader, Senior Leadership Team and Data Team
- Summarise formal reporting presented by the curriculum leader.
- Brief curriculum leaders and staff prior to formal meetings with parents, governors or inspectors.
- Provide opportunities for staff to share assessment information with colleagues.
- Develop a reasonable timetable of assessment requirements and monitor its teacher’s contributions and the results of the actions designed as a result.
- Evaluate the whole school effectiveness of assessment, planning, teaching and learning and subsequent improvement.
- Share data analysis reports at set calendared points with the LT and wider team to ensure rigorous identification and tracking of progress, attainment, groups and gaps.
- Support linked HOY in diagnosing strengths, areas for development and intervention strategies where appropriate.
The Curriculum Leader (along with the assessment lead)
- Prepare guidance and provide support for assessment within each subject.
- Organise, review, order and evaluate resources (assessment).
- Take a proactive role in curriculum leadership and assessment through keeping up to date with current research and findings.
- Consult with colleagues and moderate assessments to ensure accuracy of assessment information.
- Systematically monitor each subject as it is essential for the improvement of each subject/area as per the subject development plan and in line with the SDP.
- Update the co-ordinator’s evidence, tracking and record files throughout the year.
The Head of Year
- Analyse and discuss pupils progress with year groups and individual teachers with direct emphasis upon key groups of pupils (such as by gender, those with SEN, etc.) and individual pupils of concern.
- Guide and support year groups and individual teachers professional development around what support/interventions/strategies are going to be adopted/altered to ensure all pupils make the expected progress towards their targets.
The Class Teacher
- Prepare initial assessment activities and evaluates the results.
- Prepare plans that indicate where attention has been given to assessment findings (where appropriate).
- Assess the work and progress of all children in the class throughout the curriculum through a range of formal and informal methods.
- Respond effectively and rigorously to assessments of learning and adapts teaching through support/challenge as necessary to enable pupils to achieve their potential.
- Consult colleagues for extra information, guidance, moderated judgements and assessment opportunities.
- Provide information for informal and formal discussion with parents on the child’s progress.
- Inform the children what they are going to learn as well as success criteria, support and challenge for how to be successful. i.e. makes the learning objective explicit/unpicking success criteria.
- Give clear indications of how improvement can be made (in line with the assessment, marking and feedback policies) and provide time for them to make these improvements.
- Help children understand that learning from mistakes is at the heart of learning and something to be celebrated.
- Encourage children to check work themselves and for each other.
