Assessment and Target Setting at Oldfield Primary School 2017-2018

Assessment

Children in the Early Years Foundation Stage (Nursery and Reception) are assessed against age in 7 areas of learning by criteria set out in national guidance, “Development Matters and Early Years Outcomes”. Observation and engagement with children and parents are key to effective learning and assessment. For further information here is a useful link https://www.gov.uk/early-years-foundation-stage. 

Assessment of children in Year 1 to Year 6 is used to assess pupils’ progress towards attainment targets at the different age related stages set out in the new National Curriculum. 

Within each stage in any year 1-6, the school had identified 6 possible sub-stages: Beginning (Beg); Beginning plus (Beg plus); Developing (Dev); Developing plus (Dev plus); Secure (sSec) and Exceeding (Exc).

  • Each sub-stage is given a numerical value of 0.5. 
  • 2.00 to 2.5 is expected progress in any year and stage.

.MASTERY:

The Department for Education (DfE) has added weight and focus to a child’s ability to apply their learning – this is called Mastery. Mastery is how a child can apply much of the curriculum as a whole in more complex and in‐depth, cross‐objective, multi‐modal methods. It demonstrates how skilfully a child can apply their learning. Mastery is not just knowing a fact, but it is using that fact in increasingly more complex situations.

A child with better Mastery will score higher in the DfE's new 2016 tests than a child with lower Mastery, even if they know the same content.In the new National Curriculum and its testing and assessment arrangements, pupils are assessed on:

  • The objectives (parts of the National Curriculum) a child has achieved.
  • The depth to which they can use and apply their knowledge of these objectives. (Mastery)

Bloom’s Taxonomy approaches (see Curriculum Policy Statement) are established with teachers at Oldfield Primary. New teachers take about one year to gain understanding of how to apply these approaches to deepen pupils’ understanding and thereby accelerate achievement leading to Mastery.

Here are two useful links 

As part of planning for continuity in the curriculum from one year and stage to the next, to enable progress in knowledge and skills over time, the school’s electronic target and tracking system uses laddered statements to describe expectations at each sub-stage. This assists teachers, teams and senior leaders to moderate standards of progress, an important part of effective assessment of children’s progress that also assists setting useful targets for them. 

National tests at age 7 (KS1) and 11 (KS2)

In both KS1 and KS2 Department for Education (DfE) end of key stage statutory assessments will take place in reading, writing, mathematics and science. 

Key Stage One: Reading and Mathematics assessments are externally set and internally marked tests. Writing is teacher assessed and teacher judgements are informed by an externally set and internally marked test in Grammar, Punctuation and Spelling.  

Key Stage Two: Pupils sit externally set and marked tests in Mathematics, Reading and Grammar, Punctuation and Spelling.  These are used as school performance measures from. Teacher assessment takes place in Mathematics. Reading, Writing and Science in order to give a broader picture of children’s attainment.

Scoring of assessments and tests: Results are converted to a scaled score where 100 is the expected standard.

At Inspire Mornings with your child and her or his class teacher as well as parents’ information sessions there is the opportunity for parents to ask any questions they may have on assessment arrangements 

Target Setting at Oldfield Primary School 2017-2018

The purpose of setting targets is to raise standards for children, and therefore the school, to as high as possible both academically and personally, through each child reaching for their potential. 

Targets are to assist children to achieve: Targets need to be reviewed so children are not labelled from, for example, a low on entry baseline. In June and February at Oldfield, we formally chart and review pupils’ progress from on entry. This is pertinent when 65% of children come from homes where English is not the first language spoken and children are highly likely to develop holistically as they progress through the school.

Wellbeing for Learning (WfL): Many children at Oldfield do achieve significantly more than their circumstances may indicate possible e.g. housing/poor ability to access services, domestic violence, mobility. This includes WfL pupils whose social, emotional and personal circumstances may improve over time.  Pupil Premium Grant (PPG) is therefore targeted at WfL pupils, not solely Ever6 and current fsm. Repeatedly gaps are closing due to teachers’ and teams’ rich dialogue around individual pupils’ needs. 

AND Aspirational targets, especially for end of key stages, lead to excellent value added for the majority of pupils

Whole school targets are set by Phase Leaders are considered by Senior Leaders and finally agreed with the Headteacher for:

  • EYFS
  • KS1
  • KS2

Cohort targets dovetail with whole school targets. They are set by Phase Leaders and moderated and agreed with Senior Leaders. They are set annually in July for the next June and are adjusted upwards as necessary mid-year. Each child is named. Targets are summarised into numbers and percentages at, above and below. 

Pupil level targets are reviewed and set every 6 weeks by teachers, agreed by Phase Leaders and monitored by Senior Leaders 

  • SMART targets are set for all pupils 
  • Target pupils (just below and not meeting expectations from on entry) are named in data and evaluation sheets 
  • Other pupils’ targets are set in line with cohort annual targets
  • SEND and WfL (incl. PPG) pupils’ targets are individualised appropriately by teachers and monitored by the SENCO and PPG Team.  

Annotation and Evaluation of Planning is Key! 

To assist timely adjustment of targets and to ensure accelerated progress for all, teachers and teaching assistants review who has met, exceeded or not met targets, lesson by lesson to assist with next steps in the next lesson. 

At Oldfield, we wholeheartedly agree with Dr Caroline Gipps (1995) who said: 

Children are capable of more than we think if they know exactly what is required of them.

We know that 

QUALITY QUESTIONING THROUGH TEACHER DIALOGUE WITH CHILDREN AND THROUGH MARKING FOR MEANING IS CENTRAL TO CHILDREN MAKING THEIR NEXT STEPS – and therefore achieving aspirational targets. 

(Remember Vygotsky! Remember Bloom’s Taxonomy!).

New Natinal Curriculum Target Setting 2017-2018

Academic targets are set in stages. There is an emphasis on progress over time e.g. over two years or a key stage rather than just over one year. The expectation is that each pupil should make 3 stages of progress over one year.

Senior Leaders support and advice are available at Parent Inspire mornings and during Consultation meetings with teachers in October and February. 

Personal targets are aimed at building children’s resilience and independence from the youngest age to meet expectations of key school values for all children as they progress through Oldfield. This is aimed to enable children to leave as well-rounded young people, ready and enabled for the next stage of learning and life. 

Accountability: School, key stage and cohort targets must not be changed without reference to a member of the Senior Leadership team and finally with Headteacher approval as part of professional dialogue around children. 

E. A. Day
HEADTEACHER
September 2017
 

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