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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

16/07/19

Are you passionate about education? Would you like to make a difference as a governor? Don't forget it's our Trust's Governance Open Event on Monday 22 July 2019, 5pm to 7pm, at Invicta Grammar School. To book your place, please contact Ruth Hinckley via r.hinckley.org.uk https://t.co/1F86tcx2Y0

15/07/19

We have achieved the Silver Award School Games Mark! The School Games Mark is a government-led awards scheme to reward schools for their commitment to the development of competition across their organisation and into the community. Well done to everyone involved! https://t.co/wHF0b6pGeM

14/07/19

Thank you to all who helped organise and support with our Year 6 prom. A great send off for such an incredible class. https://t.co/lel9DoEITy

12/07/19

KS1 Pizza Picnic Dazzle Day. Starting with an Explorer Quiz, followed by pizzas made by each child and rounded off with a surprise performance from Year 2! Ending this academic year on a high! https://t.co/vLR1W3USzU

11/07/19

A massive well done to our incredible Year 6 pupils who achieved 100% combined in their KS2 SATs. Your hard work and dedication has paid off and you are all ready for the challenges of next year. Let the celebrations begin! https://t.co/xbAeUdPoLl

11/07/19

Tiger class have been making pizzas today in preparation for their Pizza Picnic Dazzle Day tomorrow at 2pm. They used their new knowledge about food hygiene skills to make super tasty pizzas. https://t.co/8ahpKnTj23

11/07/19

A huge thank you to Mr Elsom, Miss Sheehan and everyone involved in organising last nights VIAT Choral Concert. It was a fantastic performance and we have received some lovely feedback from audience members! https://t.co/kgTys0iz6m

11/07/19

Day 4. Mrs Igbinovia, an engineer, came to tell us about her job. She told us where she works and what she does in her job. She showed us some pictures of materials being tested to see which material was the least flammable. We had a great time!!! (Written by Jack Y6)

11/07/19

Alpaca class have been having fun playing Tri-Golf in the lovely weather today. https://t.co/AERo6qTHuI

11/07/19

Alpacas Class have been enjoying making their chocolate treats today! https://t.co/hcdJBi9QuP

10/07/19

Entrepreneurs busy at work preparing for their Biscuit Shop (Pandas) and Chocolate Shop (Alpacas) Monday 15th July 2019! https://t.co/BDz5atRRW3

10/07/19

Kate McAllen, a Craft Trainer from The Contract Dining Company, came and taught EYFS and KS1 about Food Hygeine today. She then helped them make their chocolates and biscuits ready to sell at 'Holborough Lakes Market’ on Monday 15th July! Yummy! https://t.co/ls0o1NoVvw

10/07/19

The Forensic team has arrived at ! https://t.co/BPfAmybbr7

10/07/19

Forensic Scientist, Mr Waters, showing how to detect blood... https://t.co/875lBLuFH8

10/07/19

Forensic Scientist, Mr Waters, showing how to lift fingerprints... https://t.co/b1TlZdsTtk

10/07/19

Careers and Enterprise day 3 . We are joined by Mr Waters, a Forensic Scientist, who is teaching us how to find clues and detect the ‘bad guys’... https://t.co/CTIsMicwhg

09/07/19

We had a fork lift demonstration from driver Dave who showed us the skills needed to drive construction vehicles safely... https://t.co/3YE0smYZpm

09/07/19

Today, Year 4&5 were visited by Mrs Fadeyi who is a Business Analyst. She taught us how to solve problems in businesses and the key skills needed are: good listening, strategical thinking and being a good communicator. https://t.co/DDqoXjZz6z

09/07/19

Retweeted From VIPS@Holboroughlakes

construction is fun! https://t.co/cImZgvLzcS

09/07/19

Retweeted From VIPS@Holboroughlakes

teaching us about health and safety in construction and the correct uniform to keep us safe! https://t.co/zKOKxZUx4U

09/07/19

construction is fun! https://t.co/cImZgvLzcS

09/07/19

Careers and Enterprise week day 2. Site manager Barnaby Blackman from came to teach us all about a career in construction. He modelled health and safety to us beautifully with Mr Tom! https://t.co/nBngDelW9R

09/07/19

kept us safe while learning about construction. Thank you Barney!!! https://t.co/9wHwVDlcED

09/07/19

gave us a fork lift demonstration with driver Dave. This was cool! https://t.co/9vuBXP88mL

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