Claverdon Primary School

Assessment And Reporting Guidance

The Purpose of Assessment

We believe that assessment should identify individual needs and achievements and inform the learning process. It should be an integral part of planning and involve all stakeholders within the learning process. It carries responsibilities such as ensuring that all children have the opportunity to demonstrate their achievements and that decisions made about children’s performance are accurate, fair and consistent. It should:

  • Promote a common interpretation of the standards of attainment.
  • Ensure that teachers’ judgements of the standards of children’s work are consistent, both with one another and with national standards.
  • Ensure that teacher assessment judgements are underpinned by a sufficient body of evidence and records.
  • Promote children’s level of motivation and engagement with their learning through developing their self-assessment skills.
  • Identify individual need and support intervention provision planning.
  • Ensure assessment is integrated into lessons and informs planning.
  • Ensure the smooth administration of Standard Tasks considered appropriate for each individual at the end of each Key Stage.
  • Provide evidence for monitoring arrangements in order to identify areas for continuing school improvement.

 School Assessment and Reporting Process and System

  • Annual Process: Pupil attainment and progress is recorded on a termly basis and aligned to parent consultations. Progress is measured from the start of the academic year (baseline) to the end of year. Attainment is measured and reported against national standards (expected standard or Age-Related Expectations.)
  • System: We monitor progress and attainment online using School and Pupil tracker Online (SPTO). This tool enables us to assess and report progress and attainment in real time.
  • Depth of Learning: The depth and application of a child's learning is an important marker of their achievement and progress in the new curriculum and shows the added dimension of skills a child can employ.

Rating

Shallow Learner

Expected Depth

Deeper Learner

Deepest Learner

#1 (Low)

#2 (Expected)

#3 (Good)

#4 (Very Good)

Standards

This is below the expected standard depth of application and understanding. Does not apply their learning.

This is the expected standard depth of application and understanding. Average application of learning.

This is above the expected standard depth of application and understanding. Good application of learning.

This is well above the expected standard depth of application and understanding. Very good application of learning.

Examples

Recalls facts, remembers learnt information. Constructs simple responses.

Applies understanding. Uses facts, information or procedures to respond to, solve and answer problems. Applies own knowledge in a different context.

Applies understanding in more complex situations. Uses facts, information or procedures to respond to, solve and answer complex problems. Applies own knowledge in an alternative and unusual context.

Applies understanding creatively in more intricate situations. Uses facts, information or procedures to respond to, solve and answer complex and unfamiliar problems. Applies own knowledge into alternative and unique contexts.

Example Code

Y2High #1

Y2High #2

Y2Mid #3

Y2Low #4

 

  • Online Reporting: Parents and carers are given access to our online reporting system (SPTO) where they are able to view ongoing detailed information related to progresss, attainment, targets, attendance and behaviour.
  • Parent consultations: Parents and carers are invited into school termly to discuss their childs learning and behaviour. We encourage all parents to view their child’s online report prior to the consultation where the teachers will use it as a basis for discussion.