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30/03/20

So excited to have 100% of Alpaca families connected on ClassDojo! https://t.co/sWpiSwLVPV

30/03/20

Eloise baked fresh bread with her dad and then sold it to the neighbours, following social distancing guidelines. Eloise's dad then doubled the money they raised and they have now donated £100 to the Covid19 fund! What an amazing thing to do - well done! https://t.co/bKXFU6JyNE

30/03/20

Challenge of the Day - How many cars are there in the photo? We will post the answer tomorrow. https://t.co/jJKmMZPBXm

27/03/20

Mr Elsom has compiled a wonderful range of links to resources that can be used for making music, these can be found on our website https://t.co/1AOCumEVvO just click on 'additional links and resources.' 🎼

27/03/20

When we are all making sacrifices to protect one another its important to remember we also have lots we can be thankful for as this youtube video explains in an upbeat way. https://t.co/ciCz1JHRH8

26/03/20

It's nice to remind ourselves of the lovely comments we receive when we hold showcase sessions - "Really nice to come in and spend time reading" & "Something we can do at home to encourage trying new tastes and textures." We look forward to holding showcase sessions again. 🌈

26/03/20

A wonderful poem written by Mrs Billingham's daughter, Alex aged 12. 🌈 https://t.co/XKSE67i1im

25/03/20

Super start to home learning! Henry and his brother planting seeds. https://t.co/umD8qUV6en

25/03/20

Staying Creative - get involved in our new competition, please follow the link below for further details! https://t.co/lO9GKAPVjm

25/03/20

Arish's work inspired by Pac-man - using his interests to support writing and maths. https://t.co/BHS7Fu6d8R

24/03/20

Don't miss Heateacher, Mrs Vickers' first blog! You can find it here, on our website - https://t.co/iIqLLAoZGj

24/03/20

We are delighted to have been awarded £1,166 in the Bags of Help scheme - thank you so much to everyone who voted for us! What fantastic news in uncertain times! https://t.co/cBpsqnkahH

23/03/20

How has the first day of home school been? We hope it's been fun... don't forget to send in photos of all the hard work being done by our pupils and any other projects you might have had a go at! We'd love to share them :) Stay safe everyone.

23/03/20

In these times of self-isolation and social distancing we can still carry out acts of kindness, please follow the link below for inspiration. https://t.co/QR5hdSF8wP

20/03/20

Some more rays of sunshine today, Edward has been using his creative IT skills to produce a mythical creature and Years 3 and 4 have been writing letters and making Easter cards for the residents and Pilgrims View Care Home. https://t.co/bX1DjCWgqN

20/03/20

With everything that is happening at the moment we wanted to share some rays of sunshine that are happening at VIPS Holborough Lakes today. James is showing his creative flair, Thea and her published work and Yananai producing fabulous work on volcanoes. https://t.co/4AvcSocmTb

20/03/20

During the school closure it is important to stay active, follow the link below for PE lessons with Joe Wicks https://t.co/Bo6RKsxPxE

19/03/20

Busy happy Pandas this morning. https://t.co/icpKG7dLKh

13/03/20

Evil Pea strikes again! He has encased his pea friends in radioactive jelly and doesn't think Panda Class can work together to plan how to free them. But he was wrong!!! https://t.co/8wYX2Tz0L4

12/03/20

Year 3 and 4 have had fantastic fun for science day studying chemical reactions. https://t.co/7BwCGpDnKi

12/03/20

Panda Class have been trying to solve the mystery of the missing vegetables. Evil Pea has stolen them from the kitchen and we need to get them back! Will our Evil Pea traps and wanted posters help? https://t.co/aOreSyAXjk

12/03/20

It's Science day at VIPS Holborough Lakes! Some fantastic investigations have been taking place including 'mouldy bread' and looking at images through microscopes. Who is our next famous scientist?

10/03/20

There is only a few weeks left to put your blue chip into our unit at Tesco Extra at Lunsford Park and Tesco Express Larkfield!Please keep supporting us when you are out shopping to help us raise money for music resources, thank you. https://t.co/J6Z46BovkC

09/03/20

Its 'Mindful March' - please follow the link below for ideas on how to be mindful each day. https://t.co/9sLke6pNpB

06/03/20

Thank you to all the parents who were able to come to read with their child for World Book Day yesterday. https://t.co/J05hvqE26O

05/03/20

We are celebrating World Book Day at VIPS Holborough Lakes! The children had a wonderful assembly led by Mrs Billingham and they all look fabulous dressed up as book characters. Well done to the winners of the most ingenious costumes. https://t.co/NaKJWASwK3

05/03/20

Please follow the link below for Dr. Ranj's Coronavirus Advice For Kids. https://t.co/78zrtjTM13

03/03/20

Author M.P Robertson is in school with the children today, he is using his wonderful creations to inspire the children to read and he is encouraging the use of their imagination. https://t.co/EZzrqH5pv6

03/03/20

Wow, a Dragon has arrived at Holborough Lakes Primary School! https://t.co/CtRPsfszpm

28/02/20

Year 3 and 4 had a visit from Charlton Athletic to talk about healthy eating and physical activity. https://t.co/u0nH9vKUat

27/02/20

Year 6 carried out a fantastic science experiment, they investigated earthquakes using marshmallows and cocktail sticks on a tray of jelly! https://t.co/UCjeiWjl5Y

26/02/20

To compliment Science and Topic learning, Year 3 and 4 had the amazing opportunity to ride a smoothie bike which blended a smoothie for them to enjoy. https://t.co/5zPDEK4hkZ

26/02/20

Don't forget it's the Valley Park School Scholarship Information Event this afternoon - it's being hosted by Valley Invicta Primary School at Kings Hill & starts at 3.30pm. If you'd like to attend, please let your child's school office know. We look forward to seeing you there! https://t.co/8VUuBKTlBL

14/02/20

We have received a letter from Rt Hon Nick Gibb MP, Minister of State for School Standards, recognising our amazing SATS results. https://t.co/4mPjrbnl06

14/02/20

Staying safe online - here are a selection of handy guides for parents. ! https://t.co/4eMBvsty54

13/02/20

Year 6 have been experimenting with shadows this afternoon. https://t.co/bGAIfAJZGe

13/02/20

Year 3 had an interactive and engaging experience with a visit from Warburtons today. They carried out an experiment, learnt about healthy eating, reducing food waste and the importance of hand hygiene and even made their own sandwich. https://t.co/yw0OIvpRKi

13/02/20

Well done to all the pupils who received an award at our Achievement Assembly today and thank you to the parents who came to celebrate with their child.

Assessment Information

In April 2014 the Department for Education released ‘Assessment Principles’, a document outlining the core values all effective assessment systems should implement, as part of the changes introduced with the 2014 National Curriculum.  As the ‘Government will not impose a single system for ongoing assessment’, it is up to schools to implement a system that can: ‘Give reliable information to parents about how their child, and their child’s school, is performing, help drive improvement for pupils and teachers and make sure the school is keeping up with external best practice and innovation.’

From September 2015, national curriculum levels can no longer be used for statutory assessments. The Commission on Assessment Without Levels was set up to provide advice and support to schools in developing new approaches to their own in-school assessment and to ensure they have information to make informed choices about what might work for their pupils, staff and curriculum. The Commission’s Final Report summarised that levels needed to be removed because ‘too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study. Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. This meant it wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.’

In developing our own approach to assessment, we have carefully considered the guidance and advice in the Commission’s Final Report, as well as that contained in the Government Response to the report.

Our Philosophy of Assessment

Assessment should have a purpose at every level for everyone involved:

Pupils should be given appropriate feedback on their learning from the formative assessments carried out by class teachers.

Class teachers should be able to use formative assessment to support planning and implementation of a curriculum designed to meet the needs of learners.

Teachers and school leaders should be able to use assessment to help ensure that the pupils who need specified intervention are quickly identified, appropriately supported and monitored so that all can fully achieve their potential.

School leaders should be able to use summative assessment as a tool for monitoring the progress and attainment pupils make, to ensure the school is helping all pupils achieve their potential.

Parents should be able to get a clear and accurate sense of their child’s achievement and progress as well as areas where they can support development.

Governors should be able to use the data to ensure the school is supporting pupils learning effectively.

The schools can provide data for inspection teams to show how children are performing.

Local schools should collaborate to ensure assessment systems are robust through sharing of good practice and regular moderation.

The new National Curriculum has set out clear expectations for what children should achieve by the end of each Key Stage, and for English, Maths and Science, has provided guidance as to when in each phase this content should be covered.  In order to monitor the progress of our pupils towards meeting these expectations, we are using a system called Target Tracker.  

EYFS

In Early Years teachers assess children on entry to Reception using Tapestry.  In the first half of the Autumn term, teaching staff observe the children in a variety of task and play based situations to facilitate assessment judgements to be made against a set of statements.

In Reception children are continuing to be assessed against the Foundation Stage Profile.  Evidence for judgements against each of the statements is collected through observations, books and discussions, and depending on these judgements children may be described as having achieved the ‘Good Level of Development’ measure at the end of the Reception year.  The school engages in regular moderation of these judgements within our pyramid of schools.  The data is recorded on a termly basis on SIMs for monitoring and target setting.

Standardisation and Moderation

Internal moderation of class books is carried out regularly each term.  We take part in moderation meetings within our academy to ensure parity in our judgements and engage in Local Authority moderation processes to confirm our decisions.

Year 1 and Year 2 Phonics Check

In June all Year 1 pupils’ progress in phonics will be assessed.  Each child will be assessed individually by their teacher.  They will be asked to read 20 real and 20 pseudo-words in order to assess their decoding ability.  Any child currently in Year 2 who either did not take the test in Year 1 or did not achieve the pass mark last year will also take the test.

Additional Assessments

In order to inform interventions and specific programmes of support, the schools also use a range of assessments, screens and monitoring tools that can provide valuable information to teachers, senior leaders and parents regarding progress and/or barriers to learning.  Examples of these include:

  • Diagnostic timetables 
  • Reading and spelling ages
  • CAT tests
  • Pixl assessments 

End of Key Stage Assessments

2016 is is the first year that children at the end of both Key Stage 1 and Key Stage 2 will be assessed against the new National Curriculum.  In addition, from 2016, attainment in national curriculum tests will no longer be reported in levels.  Instead, scaled scores will be used.

Scaled scores help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score in different years will have demonstrated the same attainment.

A scaled score of 100 will always represent the ‘expected standard’.

A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly. The pupil’s raw score will be translated into a scaled score using a conversion table.   In KS1, teachers will need to use these to translate pupils’ raw scores into scaled scores to see whether each pupil has met the expected standard. For the 2018 KS2 tests STA will publish test results on the NCA tools website and each pupil will receive a raw score (the number of raw marks awarded), a scaled score and confirmation of whether or not they attained the expected standard.

Key Stage One

For 2018, a new set of KS1 national curriculum tests replaces the previous tests and tasks.

The new tests consist of:

  • English reading Papers 1 and 2
  • English grammar, punctuation and spelling Paper 1: spelling and Paper 2: questions, this is optional for schools
  • Mathematics Paper 1: arithmetic and Paper 2: reasoning

There is no longer a test or task for English writing.

Most children in Year Two will sit the tests, and they will be administered as part of normal class room practice during May 2018.  Teachers will use the outcomes of the tests along with a broad range of other evidence to inform their teacher assessments.  For 2018 the Interim Teachers Assessment Framework for KS1 and the Interim Pre Key Stage Standards for KS1 are the standards against which teachers will make their assessments.

In reading, writing and maths, depending on a child’s depth of understanding of the KS1 programme of study, they may be assessed as either working towards the expected standard, working at the expected standard or working at greater depth within the expected standard.  Additionally, if a pupil has reached the chronological age where an outcome must be reported but the pupil is deemed not to have completed the Key Stage 1 programme of study, then they may be assessed as working at the foundations for the expected standard.  For science, children may be assessed as either working at the expected standard or working below the expected standard.

Key Stage Two

For 2018, a new set of KS2 national curriculum tests has been introduced consisting of:

  • English reading : reading booklet and associated answer booklet
  • English grammar, punctuation and spelling Paper 1: short answer questions
  • English grammar, punctuation and spelling Paper 2: spelling
  • mathematics Paper 1: arithmetic
  • mathematics Paper 2: reasoning
  • mathematics Paper 3: reasoning

There will only be one set of tests for each subject. The tests will include a small number of questions designed to assess the most able pupils so separate tests, such as the previous level 6 tests, are no longer required.

The mental mathematics test has been replaced with an arithmetic test.

In addition, science sampling tests are taken biennially in a sample of schools selected by the STA.  The STA will contact selected schools early in the spring term. If selected, representatives from the STA administer the tests.

In addition to the outcomes of the tests, teachers will also use a broad range of other evidence to inform their teacher assessments.  For 2018 the Interim Teachers Assessment Framework for KS2 and the Interim Pre Key Stage Standards for KS2 are the standards against which teachers will make their assessments.

For reading, maths and science, depending on a child’s depth of understanding of the KS2 programme of study, they may be teacher assessed as either working at the expected standard or working below the expected standard.  For writing, there is a broader range of possible teacher assessment outcomes as this is the sole measure of pupil attainment in writing at the end of KS2.  For writing, they may be assessed as either working towards the expected standard, working at the expected standard or working at greater depth within the expected standard.  Additionally, if a pupil has reached the chronological age where an outcome must be reported but the pupil is deemed not to have completed the key stage 2 programme of study, then they may be teacher assessed in reading, writing and maths as having achieved either the foundations for the expected standard, early development of the expected standard or growing development of the expected standard.

Reporting to Parents

All parents receive a written report of their child’s progress and attainment in the Summer term.  Where appropriate, this will also include the results of any National Curriculum tests.  In this report, the children’s attainment in the foundation subjects is also detailed in relation to their year group attainment targets, as well as an assessment of the child’s effort in these subjects.  Parents are also offered formal opportunities to discuss their child’s progress and attainment in Parents’ Evenings in the Autumn and Spring terms.

 

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Target Tracker Information 08th Mar 2018 Download