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12/11/19

Please help us to get over £600 worth of free books for our school with 'The Sun Books for Schools' by collecting the tokens in The Sun and The Sun on Sunday from 23rd November. Please visit https://t.co/aLDllcdgYA for more information.

12/11/19

On Friday, Year 3 and Year 4 sold recycled plastic band wristbands that they had designed and made. This event was very well supported by our families and raised £61.10 to buy trees for our site, thank you very much! https://t.co/0PRAMP7dXu

05/11/19

Retweeted From SST Maidstone

If you applied for a place at SST Maidstone, you should've now received an email with details of an assessment date. If you haven't received this, please check your spam folder in the first instance. If you need any help, please contact us: admissions.viat.org.uk https://t.co/G3oVi4vbsg

31/10/19

Thank you to everybody who donated items to our Harvest Festival. We have received this lovely thank you card from The Pilsdon at Malling Community, they appreciated all of the donations. https://t.co/ujjFkHtbju

31/10/19

Year 5 & 6 played their first PASS league football match yesterday and won 4:1! They played well against Offham Primary School, well done to everyone involved. ⚽️

30/10/19

Well done to Meerkats for their hard work, they produced superb home learning! Megan produced an amazing 3D model of a jaguar and created a step by step guide of how to make it! https://t.co/BDT6EJm9VW

29/10/19

We have enjoyed welcoming the children back today for the start of Term 2!

22/10/19

Oracy is being able to express yourself clearly & communicate with others effectively through speech. A key part of oracy is for children to think carefully about the language they’re using, and tailor it to the subject, purpose & audience. See more here! https://t.co/6NLHaTPWi6

16/10/19

Thank you to all the parents that were able to come to their child's first parent lunch today🙂 https://t.co/nvbALPGVis

16/10/19

Year 3 have had a fantastic morning. They had a visit from Berkeley Homes, visited the local site and participated in some fun activities! https://t.co/lFnBcU42sa

16/10/19

We still need some more stickers to complete our Aldi Sports challenge, if you have any please send them in to the school office, thank you for your support! https://t.co/dHqp2nl41V

11/10/19

Four of our Year 6 pupils had the opportunity to attend 'The Mayors Debate', they had a great time! https://t.co/iEbyrmO6u4

10/10/19

Today is World Mental Health Awareness Day, as a HeadStart school this is important to us. https://t.co/5m8YrxvAKY

02/10/19

All of our pupils have been enjoying their Fantastic Fred experience where they are learning how to maintain good mental health and well being. https://t.co/numsCYInTx

27/09/19

Thank you to everybody who came and supported our Macmillan Coffee Morning! We still have plenty of cake left so please come along after school for some more cake :-) https://t.co/EOrwSHL14s

26/09/19

Do you fancy having this cake as your weekend treat?! To support Macmillan we are holding a raffle for this cake alongside our coffee morning tomorrow, 50p per ticket! Tickets will be sold at the coffee morning and from the school office, draw at 3pm on Friday 27th, good luck!! https://t.co/MDW9ReFevj

26/09/19

Fantastic maths work from Megan, super presentation! https://t.co/vouZS8SZuI

26/09/19

Well done to Ije, Clara and Thea, they have produced some amazing work on Korea. They have created a persuasive leaflet about Korea, excellent work! https://t.co/Zw5bFgthEE

26/09/19

Isaac has completed some fabulous topic work on the rainforest, well done! https://t.co/IV74LtbKM6

26/09/19

Well done to Raj for his amazing science experiment, he has been investigating the density of liquids! https://t.co/xLhK6CNwGE

26/09/19

Don't miss the 11+ Open Events at Book your guided tour now! https://t.co/1OnaJaAX4n

25/09/19

Can you help us with the Big Book Launch? If you spend £10 on books, our school gets £1 back! We would love your support... https://t.co/qKFORO9HIy https://t.co/XtQg0qaSdG

20/09/19

The children enjoyed a performance from a brass band today. This linked to science as they learnt how the instruments work and they counted the beat linking with maths and used great listening skills. https://t.co/iiDLFWpbw3

18/09/19

Don't miss the Valley Park School Scholarship Information Evening on 2 October from 6pm-7pm! Book your place now! https://t.co/z6sVmTNjxw

18/09/19

Very proud of what Jacob achieved with his writing today! https://t.co/jBUvK0u8By

18/09/19

Today the children enjoyed an engaging assembly from The Family Trust. https://t.co/3uORRPIJQW

18/09/19

Panda Class have been enjoying writing indoors and outdoors. https://t.co/2YBL5m6Z6e

17/09/19

If you have a child starting school in September 2020 please come along to one of our open mornings. https://t.co/UmOoRghSTj

17/09/19

Magical Maths visited Holborough Lakes Primary School today. https://t.co/rpX9SuLG0t

16/09/19

In line with our Healthy School Approach please visit the link below for some School Packed Lunch Inspiration https://t.co/gVCEau5Ut7

12/09/19

Our new Panda Class have been enjoying settling in. They have loved exploring and discovering their new surroundings! https://t.co/BhFAZ3BIhe

09/09/19

It's the Autumn Invicta Fair on Saturday 21 September - don't miss it! https://t.co/mEV1rY2UiD

29/08/19

We are looking forward to collecting Team GB athlete stickers to hopefully receive a school sports kit and a chance to win some money for our fantastic school! If you can help us collect them, we'd be hugely grateful!

22/07/19

The brand new edition of our Trust Online Safety newsletter is out now! https://t.co/FpLR1ik18A https://t.co/iDBxM4yJeg

18/07/19

The Class of Rock Year 5 and 6 Production was a smash hit last night! If your coming to see it this afternoon bring your singing voices! https://t.co/rgk8HZkt5H

18/07/19

You can read all about our Careers and Enterprise week if you click this link. A huge thank you to Miss Loni Stevens for all her work in making this such a success. https://t.co/b8poNIz5UF

18/07/19

Tiger class are celebrating their efforts as entrepreneurs. They used their profits to update their wet play games. What better way to check you’re happy with your purchases than to play them? https://t.co/VXNBkIdIAP

17/07/19

Om Monday 15th July ‘Holborough Lakes Market’ opened to our school community. The children’s and staff’s efforts paid off! Lots of happy customers and a profit made by all! Great entrepreneurial skills. Well done everybody. https://t.co/Rav41LIdVv

16/07/19

We are SO proud of our Year 6s who achiever 100% across all their SATs - they are amazing! You can read more on our website: https://t.co/mZBrOZujF8 https://t.co/ucGFmlkaWd

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