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19/04/21

We’re celebrating getting active and travelling around the body with . Schools have already made a fantastic 34,319 journeys! To find out more please visit https://t.co/VePuk8MHZZ

06/04/21

Retweeted From VIAT

Would you, or someone you know, like to train to teach?Come to one of our allocated sessions on Wednesday 30 June 2021, at the School of Science & Technology Maidstone, to find out about the courses that we offer through the Trust. More information here: https://t.co/Duw2yziCvx https://t.co/oPoVPZtOIi

31/03/21

Happy Birthday to Nyah, Anwuli and James who are celebrating their birthday during the Easter break, we hope you have a great day. https://t.co/EGcBWzUq47

31/03/21

Year 6 enjoyed a fun easter egg hunt in the sun yesterday! https://t.co/1P6kedFIT0

31/03/21

Year 5 have been using this wonderful model as part of their final outcome on their river topic. https://t.co/Fkuu2hMv8p

30/03/21

Thank you to our amazing PTA for giving each child an Easter Egg! Happy Easter! https://t.co/X51GXIvsSa

30/03/21

Meerkat Class have been having fun making cannons linking to their learning about The Mary Rose. https://t.co/NeNTgI6MYm

30/03/21

Thank you to Rev. Danielle for leading our virtual Easter Assembly this morning, it was a lovely way to celebrate Easter and end the school term. https://t.co/g1F3JLvg95

30/03/21

Thank you to Olivia for sharing her experience today in our Autism Awareness Assembly. If you would like to sponsor her and help raise money for the National Autistic Society please visit her Just Giving Page: https://t.co/CyzLzgUh4Y https://t.co/bJEt3A0UqI

29/03/21

Dolphin Class enjoyed their Author Workshop led by Jack Meggitt-Phillips last week. https://t.co/9f6KhZG6Gd

29/03/21

Dolphin Class have been creating fantastic pieces of artwork based on The Highwayman poem. https://t.co/fQzPQi0XnW

29/03/21

White Rose Maths have teamed up with TV presenter, teacher and parent Michael Underwood to bring you a mini-series called Maths with Michael. To take a look at the videos and resources please click on the link below. https://t.co/A1vckygqHs

29/03/21

Happy Birthday to Prince, Charlie, Alexis, Megan, Teddie, Mason and Callum who are celebrating their birthdays this week, we hope you have a great day! https://t.co/KSBkS9Ksf0

25/03/21

Salus offer free virtual youth sessions for 8-19 year olds, for more information on how to get involved please visit their website https://t.co/VZ9s39JFoX The photo shows the activities for next week. https://t.co/bybFl7v2Fk

24/03/21

Retweeted From BookTrust

Feeling bored? Our Cupboard is bursting with treats - whether you want a lovely storytime, a drawing lesson, some writing tips or craft activities. Open it up here: https://t.co/HQCbVQ2jUb Pic: Hannah Shaw https://t.co/ZNsE5e25gL

24/03/21

Alpaca Class have had great fun planting this morning! We can't wait to watch the flowers grow 🌺🌻🌼 https://t.co/bpPl9goI3B

24/03/21

Megan in Owl Class has created an amazing canvas at home, it is her version of The Scream by Edvard Munch. Well done Megan this is fantastic! https://t.co/dh2GrkVqTJ

24/03/21

The children enjoyed the tasty pizza for yesterday's lunch 🍕 https://t.co/bAiBgF2UyS

22/03/21

Panda Class have had great fun today dissecting dinosaur poop! https://t.co/nO9TSbQE9g

22/03/21

Panda Class have been using their writing skills during free flow. https://t.co/BT1xRffi6i

22/03/21

Year 3 have been using clay to create Tudor Roses as part of their final outcomes. https://t.co/FRA3AvcrsD

22/03/21

Year 6 have produced beautiful publish writing. https://t.co/VNvqHdHkg6

22/03/21

Tiger Class have been using their orienteering skills to help them navigate through a maze. https://t.co/ESHAnAik1m

22/03/21

Happy Birthday to Aisha, Keiva, Alexander and Ava who are celebrating their birthdays this week, we hope you have a fantastic day. https://t.co/UFVOgenGRV

19/03/21

In PE this week Dolphin Class were demonstrating team work through crab-football and they took on the 'Tennis Rebound' personal challenge! https://t.co/PoT01fA119

19/03/21

Dolphin Class have carried out an investigation into micro organisms in Science. https://t.co/PiCL0Y4aDZ

19/03/21

Dolphin Class have enjoyed their Drama and English this week linking to The Highway Man. https://t.co/UyPvF98gQM

19/03/21

We are proud to be wearing red in school today and raising money for Comic Relief! Thank you to all our families for your donations! https://t.co/uy7q1mk5Cg

18/03/21

Salus offer free virtual youth sessions for 8-19 year olds, for more information on how to get involved please visit their website https://t.co/XXE2tYq0MD The photo shows the activities for next week. https://t.co/fEYKmRXLd4

17/03/21

Panda Class are loving learning about dinosaurs. They have painted fossils, built dinosaurs out of bricks and were fascinated to explore a timeline and discover that dinosaurs wouldn't have had a Nintendo Switch to play on!! https://t.co/KAristJ2Mg

17/03/21

Jasmine in Owl Class has entered the Young Songwriter Competition with her amazing song 'The Lockdown Song'. Please listen, like and share to support Jasmine's entry! https://t.co/6G5NiliQhW

17/03/21

It has been great for the children to be outside and practice their hockey skills. https://t.co/0Ma42hj4Ii

17/03/21

The children have been enjoying learning new skills linking to Outdoor Adventurous Activities including orienteering. https://t.co/kUEcyS4AAy

15/03/21

Happy Birthday to Arjun, Jack, Lily-Rose, Phoebe and Isla who are all celebrating their birthday this week, we hope you have a fantastic day! https://t.co/uuOHFwgbjU

11/03/21

Salus offer free virtual youth sessions for 8-19 year olds, for more information on how to get involved please visit their website https://t.co/hn0KxT76N5 The photo shows the activities for next week. https://t.co/l9JwRxaMo5

09/03/21

We were celebrating International Women's Day at VIPS Holborough Lakes yesterday. https://t.co/HQ8du2NDxv https://t.co/03s7oCPdRK

08/03/21

We are really pleased to have welcomed our pupils back to school today and we are looking forward to them developing their positive growth mindset. https://t.co/SaxwWclEqa

08/03/21

Panda Class have settled back into school really well today and are having great fun learning today. https://t.co/HXoWyfkwtB

08/03/21

Thank you to Mr Tom for preparing and providing a wonderful breakfast for the staff today! https://t.co/3VIZS2KP21

08/03/21

Happy Birthday to Alex and Lucie who are celebrating their birthdays this week, we hope you have a fantastic day! https://t.co/2j0v8bcQSv

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.  

Asessement in Early Years Foundation Stage 

On entry baseline assessments are carried out in Communication and Language, Literacy and Mathematics (the Reception Baseline Assessment, due to become statutory in 2021).  Any children at risk of not meeting the Early Learning Goals are quickly identified so that appropriate strategies can be put in place.  In order to ensure early identification of language processing and understanding issues, children in Reception may be assessed using Language Link. Any concerns about speech sound production are assessed using Speech Link, and identified programmes are then completed. 

Three times a year a summative assessment is made across all 7 areas of learning. These assessments are based on ongoing observations, assessments and knowledge of the child. At the end of the academic year the pupils in the Early Years will be assessed using the Early Years Foundation Stage Profile which is based on the teacher’s ongoing observations and assessments against the Early Learning Goals.  

Three times a year, each pupil’s development and achievements will be discussed at Pupil Progress Meetings using the data generated from ongoing teacher assessments as well as summative assessment data.

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.

 

Page Downloads Date  
Assessment Policy 15th Mar 2021 Download
Assessment - Glossary of Terms 15th Mar 2021 Download
Assessment Roadmap 15th Mar 2021 Download