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We want to find out what children can do, what they have learnt and what teachers need to do to help children make continuous progress.  Assessment provides these opportunities. 

Some aspects of assessment are a regular part of the class’s timetable.  The teacher’s marking of the work provides a basis for written and verbal feedback between teacher and pupil.  Examples of such assessments include:

•  Weekly spelling tests and dictation
•  Regular comprehension exercises
•  Weekly mental maths tests
•  Times tables tests
•  End of topic tests in Maths and Science
•  In Nursery and Reception Class, detailed observations of each child are made and recorded frequently.

Some aspects of assessment are more formal, taking place twice yearly and providing standardised scores which sum up a child’s current achievement in context of national data.

Our formal assessment schedule is:

•  Baseline assessment of pupils entering Reception Class in September with a follow up in June, so that progress is tracked.  We use Performance Indicators in Primary Schools (PIPS). 
•  NFER Progress in Maths and English tests are completed in October by pupils in Year One through to Year Six.
•  In October pupils in Year Four take a CAT test (Cognitive Ability Test) which provides useful information about verbal and non verbal reasoning, as well as a predictor for each child’s End of Key Stage Two SAT levels.
•  In May pupils in Year One take a PIPS test to track their progress from Reception to end of Year One and to give some predictors for End of Key Stage One SAT levels.
•  In May, pupils in Year 3, 4 and 5 take part in QCA tests in reading, writing, spelling and maths.  National curriculum levels are recorded.  Some of the work in each year group is marked by external assessors
•  In May pupils in Year Six take SATs in English, Maths and Science (NB although a Key Stage Two Science SAT has been discontinued nationally, we hope to develop an internal assessment to replace it.)
•  In June pupils in year Two take part in End of Key Stage One tasks which are then externally marked by a visiting moderator.

We want assessment to be useful so that it provides teachers, parents and pupils with information that benefits the continued progress of each child. 

We want assessment to be reliable.  In order to ensure rigour in standards, work is assessed by external moderators to confirm our marking in all year groups.

“Information gained through assessment is well used to help teachers to identify and plan appropriate teaching strategies, to set targets and to provide learning support”.
(ISI 2006)

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