Close

Our School App Stay connected on the go...

Open
Close

Download our FREE smartphone app today!

Get the app
Twitter Wall

Twitter Wall

Close

17/07/20

We are saying goodbye to our Year six class today, we are very proud of them all and we wish them the best of luck!

17/07/20

Please follow the link below for School Transition - August Calendars & Resources. The Padlet details fun and creative ways to think about school transition and promote wellbeing. https://t.co/ZiNDtQzWbQ

16/07/20

Happy Birthday to Isla in Alpaca Class, we hope you have a fantastic day! https://t.co/AHUWgWZMHQ

15/07/20

VIPS Holborough Lakes participated in the PASS Football league this year, unfortunately not all games could be played due to COVID-19. We are proud to have been presented with our certificates for participating in the matches that took place, well done! ⚽️ https://t.co/QZQMjmWkFq

14/07/20

Follow the link below for daily five minute mindfulness activities. https://t.co/Tkz3XYeSMD

13/07/20

Our Virtual Sports Week results are in: In 4th place it's Hever with 1808 points, 3rd Place is Bodiam with 1994 points, 2nd place is Scotney with 2436 points and Leeds take 1st place with a massive 2727 points! Congratulations and thank you to everyone who took part! https://t.co/xbYefalLmo

10/07/20

Retweeted From HeadStart Kent

Moodspark is . They provide mental health support to young people in Kent, and their website is full of useful resources and service information for parents and teachers too: https://t.co/PfeoNbMwBW https://t.co/OzhnXBQ4SF

10/07/20

Well done to all of our Learners of the Week! https://t.co/tEgJ4SZ68T

10/07/20

Ify enjoyed taking part in our virtual sports day activities! https://t.co/FVq0EFZcQP

08/07/20

Sammy and his sister designed and made an earthquake proof building! https://t.co/3ZnuyV3HMJ

07/07/20

Maisie in Meerkat Class has created this fantastic Great Barrier Reef picture. https://t.co/5AkmfeGJi9

07/07/20

Class Dojo is a brilliant way for us to connect, look how much our school has connected this week! https://t.co/8s1FmaAW9G

07/07/20

Jack in Alpaca Class has written about dogs invading his home which is linked to their text. https://t.co/CUzxA4Xnw3

07/07/20

Isla with a picture of her sporting hero, Glenn Morris. https://t.co/shoNqdhgJo

07/07/20

Daisy in Year 1 has measured herself against the tallest man in the world! https://t.co/tSYPhF6sxN

07/07/20

Freya in Alpaca Class has drawn a brilliant Giant. https://t.co/QcXlJbWSV3

06/07/20

Megan in Meerkat Class has created this fantastic painting! https://t.co/dwNUYTeAts

03/07/20

Well done to all of our Learners of the Week! https://t.co/dQBE4fKGOV

03/07/20

This week Owl class have been completing lots of work focused on 'Human Giants'. They followed instructions on how to draw a giant and used this to complete a description. Here are a few of the drawings and pieces of writing from Rohan, Finan and Aisha. https://t.co/JIjTqdbZgJ

03/07/20

Lion Class have been enjoying Sports Week. https://t.co/f1GjGCrc8D

02/07/20

Year 6 love their leavers hoodies! https://t.co/Yu1TiRyuBj

02/07/20

Jack in Alapca class has been producing wonderful home learning, well done! https://t.co/hCW7gFSm7d

02/07/20

500 Words: Black Lives Matter - 500 Words is the world’s largest story-writing competition for kids. Please follow the link for more information on how to get involved. https://t.co/N1jbs2DQtW

01/07/20

Minion Class have been comparing measurements, they found that the giraffe was taller than the steps but shorter than the school! https://t.co/enFjGDI3Vg

01/07/20

Clara and Lois enjoyed taking part ion Clock Jump this week. https://t.co/SdbtS59z7L

01/07/20

Minion Class have been painting African Silhouettes. https://t.co/0rdC3VAiZt

01/07/20

The children have been enjoying Virtual Sports Week, this is our Target Throw! https://t.co/82FGqewmAX

01/07/20

Noah in Reception has been measuring using standard and non standard units, he made a 36cm length. https://t.co/7VNvoowkfW

01/07/20

Sienna in Tiger Class has made her own version of snakes and ladders as her maths board game. https://t.co/8vTKfR0smN

01/07/20

Kento in Tiger Class has made a wonderful space themed maths game. https://t.co/RQzrG6vhvK

01/07/20

Finley and Reeva have been crabbing at the beach. https://t.co/eswVUbGgy7

30/06/20

We hope that you like our staff well being area as much as do 😀 https://t.co/V69zwtLDbA

30/06/20

Please see the Salus activity time table for children ages 8 and above. https://t.co/cijHEe0eRC

30/06/20

Wow, look how much we are connecting on Class Dojo! https://t.co/YNPnsW1JCA

30/06/20

Pupils in Wallaby class have enjoyed making sun catchers for our classroom and for home but where has the sun gone?! https://t.co/HszWiSKqM0

26/06/20

Well done to all of our Learners of the Week! https://t.co/0Uc1lCc41F

26/06/20

Happy Birthday to Isabel in Tiger Class and Kamal in Alpaca Class, we hope you have a fantastic day! https://t.co/iuAAwVjyjF

25/06/20

Follow the link below to watch Storytime with Nick; films of well-loved stories read by Nick Cannon, a trained actor and teacher and a wonderful storyteller. There are 20 fabulous stories available for Reception, Year 1 and Year 2. https://t.co/UEJRHm7Ezn

24/06/20

Part Two of Muheebah's short film. https://t.co/xBEEfxX3jE

24/06/20

Muheebah in Year 6 has created the sort film, click below to watch Part One, Part two is on the next tweet! https://t.co/zc3VJrAnXL

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.

 

Page Downloads Date  
Target Tracker Information 08th Mar 2018 Download