Assessments

We assess the children during every lesson, adapting tasks and resources to support and stretch. Assessment helps us to tailor questions to ensure clarity and to develop deeper thinking.  During the lesson the children's work will be marked 'in the moment' and feedback will be given to support or to move the learning on, this might be verbal or written. 

Teachers mark books inline with our policy, focussing on basic skills such as punctuation, spelling and calculation errors. Sometimes pupils will mark their own (self) or the work of others (peer), allowing them to reflect on their own learning and next steps. Teachers will over all books if self or peer assessment has taken place. 

At the beginning of each academic year, each child is set an end of year target, this is aspirational and is based on the previous year's assessment grade and what the current teacher feels they may achieve. 

BEXS – already secured the year- group curriculum and is working beyond it

EXS+ - secure in the year-group curriculum and could work beyond it with targeted enrichment

EXS – securing the year- group curriculum, but will not work beyond it

WTS – working within year group, but will not secure it without targeted intensive support

BLW – below year group but within key stage

PKS – working within key stage below (key stage 2 only)

Where a child is working below their year-group curriculum, we will grade them according to the year group they are working within. 

WW1 - working within year 1

WW2 – working within year2

WW3 – working within year 3

WW4 – working within year 4

WW5  - working within year 5

For children with specific SEN needs,  we assess using the Sandwell Assessment Tracker or The Engagement model, this allows us to tracker smaller steps of progress - if your child is assessed in this way, we will provide you with the framework. The grades used are as follows: 

EM – engagement model

BC – Sandwell skills ladders - building concepts

SL1 - Sandwell Skills Ladder level 1

SL2 - Sandwell Skills Ladder level 2

SL3 – Sandwell Skills Ladder level 3

Each term, data is submitted by teachers in our Arbor system. The data is moderated across key stages and is checked by leaders. We also work with local schools to ensure our moderation is accurate. 

Once the data has been submitted and agreed, pupil progress meetings are held between the class teacher and a member of the senior leadership team. Each child's progress  is discussed, especially any child who is not on track to meet their end of year target. Plans are made for specific interventions or support that may be required, which is recorded and then checked on by leaders. 

Parents are informed about their child's attainment and progress in the following ways.

Autumn Term - Parent's evening is held the week before half term. 

Spring Term - Parent's evening is held the week before half term. 

Summer Term  - A full yearly report is sent to parents, this will include attainment data for all subjects, along with a written comment and effort grade for reading, writing and maths. Next steps are also included to inform parents about how they can help at home. 

This report will also include the results of any statutory tests that have been taken and a written personal comment about the child's general attitude to school, their strengths and areas for development. 

Summer Term - A less formal parent's evening is held for any parent who wishes to discuss their child's end of year report, these meetings are booked directly with the class teacher. 

We encourage parents to approach teachers during the year if they have any concerns about their child's attainment or progress. Teachers can be spoken to at the end of the day at collection, or a meeting can be arranged via the school office.