AIMS AND BELIEFS
At Allhallows and Stoke Primary Academies we believe assessment supports quality teaching and learning. This occurs by building on from previous learning and therefore forms the basis for the planning of subsequent work. We want assessment to celebrate a broad range of developments noting progress in attainment, as well as significant achievements in areas of physical, social, emotional and process skills along with attitudes and conceptual development. Assessment should provide data for benchmarking the school’s level of achievement and should aid future curriculum development as identified in the School Development Plan.
Every decision at our school is made with Teaching and Learning at the forefront. We believe high achievement in all areas of life at the school and for all children to be the best they can be is important. Very much at the heart of this, is our partnership with Parents and Carers, and we have a commitment to keeping you informed about the progress of your child.
We are clear that there are no excuses for underachievement. We aim to identify barriers which may be standing in the way of achievement, understand them in relation to the individual child and look at ways of supporting children to progress. Our expertise lies in knowing our community and how best to support all of our learners.
Each term teachers make an assessment judgement about pupils linked to the criteria set out in the National Curriculum and the ITAF’s (Teacher assessment frameworks) for years 2 and 6. In EYFS, children are judged against the Development Matters framework. It is expected that all children will make three steps of progress throughout the academic year. Children’s understanding will be gathered in a selection of formative assessment and summative assessment including:
Formative assessment: work produced in class, discussions as part of whole class teaching, answers to questions and observations.
Summative assessment: Google quizzes and Test papers.
In order to prepare children for statutory assessments in years two and six, they will be given opportunities to rehearse their test skills using past papers more regularly. Each term every class teacher then attends a Pupil Progress Meeting with senior leaders and discussions take place about children on an individual basis. The SENCo also attends these meetings so that any children who may need further support can be identified.
Should any child not be on track, the school, child and parents will work together on identifying any barriers to learning and collaboratively implement a strategy to help the child get back on track.
We pride ourselves on being a learning community in which every one of us, whether a child or a member of staff, continually reflects on how well we perform and seek ways to do things better.
Education is the means for us to change our lives for the better. A good education gives us the chance to live longer, create life chances, provide for a family and enjoy success. We are confident every parent and carer joins us in wanting these life chances for their child and we are determined to create a brighter future for our young people.