Assessment

Assessment at MBA is of high priority and is monitored across the school to ensure they are robust and reliable.

Termly assessments take place using PiXL resources and this supports Pupil Progress meetings, alongside barriers to learning meetings. These meetings help to identify where interventions need to be put in place to support the child or if support is needed through outside agencies.

Reporting of assessments and target setting are used to support and allow progression to be clear along with being reliable. Parents are informed of their child’s attainment during termly parents evenings as well as in the end of school report.

Reception Baseline, End of key stage assessments, phonics and multiplication checks are consistent and benchmarked accordingly. This is to allow moderation in school and across the academy chain by being comparable with National averages.

Assessments are both summative and formative and take place at the right opportunity during a child’s learning. These assessments then allow staff to make changes and adapt the curriculum to close gaps or to deepen and extend the knowledge of an individual. As a Trust we use INSIGHT to report attainment and progress and again these are used to share information with parents or during pupil progress meetings. Children will be assessed using the following codes:

BLW – Below 9Significantly below for that year group)

WTS – Working towards ( for that year group)

EXS – Expected ( for that year group)

GD – Greater Depth ( above age related for that year group)

To support teacher judgements, summative assessments take place each term in Reading, Maths and Grammar as part of the PiXL learning platforms. These assessments then are analysed and individual reports are created for each child. These reports clearly show the areas where the children have achieved the objectives or where they need a small intervention group to ensure this is achieved after the testing period. Intervention/Therapy groups are the established for teachers and teaching assistants to work solely on those objectives using short, sharp bursts of activities. Below you will find a link to the core assessment calendar we follow at MBA alongside a link to PiXL which gives you more information on their fundamentals of learning.

Writing is assess termly as a teacher assessment following the National Curriculum objectives. Whole school moderation will also take place to confirm judgements and next steps.

MBA Assessment Calendar 2022-2023

PiXL

Foundation Lessons

The other 10 subjects that are taught in school are teacher assessed every term. We again use INSIGHT to report these judgements. Alongside this, foundation subjects will start with a baseline questions to gather an understanding of what the children’s knowledge is for that particular unit. This will then be followed up mid way through the topic, alongside a quiz to see what knowledge the children have retained from the lessons. At the end of the unit a final quiz is used alongside, in some cases, a written piece where children can display everything they have learnt from that topic. This could be through a report, 2 page spread or musical performance.

 

EYFS, KS1 and KS2 Timeline of Assessment

Below is the timeline of how and when assessments take place throughout the academy.

 

Subject Formative Assessment Summative Assessment
Art and DT -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-Insight judgement termly

 

–       Knowledge                 tree

–       Quiz

–       End of unit task

Computing -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT judgement termly

 

–       Knowledge                 tree

–       Quiz

–       End of unit task

EYFS -regular questioning

-retrieval activities

-adult led activities

-child led activities

-Baseline

– yearly ELG assessment

-INSIGHT judgement termly

–       Informal quiz

–       1-1                             discussions

 

 

 

 

 

 

 

History and Geography -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

­-INSIGHT judgement termly

 

-Knowledge tree

-Quiz

-End of unit task

 

 

 

 

 

 

 

 

Maths -Basic skills gap closing

–regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT termly judgement

 

– Termly PiXL assessment

-Termly arithmetic test

-KS1 SATS

-KS2 SATS

-Year 4 multiplication check

MFL -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT termly judgement

 

-Knowledge tree

-Quiz

 

Music -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT termly judgement

-Quiz

-End of unit task

PSHE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT judgement termly

-Jigsaw evaluation

 

 

 

 

 

 

 

PE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT termly judgement

 

-Quiz

 

 

 

 

 

 

 

 

 

 

RE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-INSIGHT termly judgement

 

 

-Knowledge tree

-Quiz

 

 

 

 

 

 

 

 

 

Reading -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-INSIGHT termly judgment

-marking (yr 5/6) and feedback

 

-KS1 SATS

-KS2 SATS

-Year 1 phonics

-Year 2 phonic re-take

-Termly PiXL test

 

Science -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

­-INSIGHT judgement termly

 

-Knowledge tree

-Quiz

-End of unit task

 

Writing -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

­-INSIGHT judgement termly

-End of unit writing task

-Termly PiXL GPS

-KS2 GPS

-KS2 writing – moderation

 

Please click on the button below to find a guide to how every subject is assessed both in regards to summative and formative at MBA.

Assessment of all subjects

 EYFS follow the assessments procedures as outlined in the ELG framework. Reception complete the National Baseline Assessments on entry to the Academy.

 

Assessment overview

At Merritts Brook teachers continually assess pupils to determine how they are progressing and identify their next steps in learning. We track pupils throughout the year to determine their attainment and their progress, and put measures in place to support those who are at risk of not meeting their targets.

Our assessment system is completely personalised to each child where every single skill within each subject is assessed – therefore empowering teachers, pupils and parents. At MBA we use the National Curriculum objectives to set against children’s abilities and use INSIGHT to establish if a child is working below, at or above the national expectation.

More able children

Rather than moving a child onto the next year’s curriculum, if they have met all of the skills within a subject, they will work on ‘mastering’ their knowledge through the application of skills in different contexts – this will then allow them to deepen their learning.

The depth and application of a child’s learning is an important marker of their achievement and progress.

KS1 & KS2

Children starting Year 2 and Year 6 in September 2022 will need to be prepared for the end of year SATs in 2023.

In the summer term 2023, children at the end of Key Stage 1 and Key Stage 2 will sit the following SATs papers.

At the end of Year 2, children will take SATs in:

  • Reading
  • English grammar, punctuation and spelling
  • Maths

At the end of Year 6, children will sit tests in:

  • Reading
  • Maths
  • Spelling, punctuation and grammar

Children will be given a standardised score which can be compared to the national standard expectation. You will be informed whether your child is in line with, above or below the national standard for their age group in the end of year school report.

Writing in both KS1 and KS2 is a teacher assessment based on a child’s work throughout the year.

Early Years – Nursery & Reception

Children in Nursery and Reception will continue to be assessed against the 17 Prime and Specific areas of Learning in the EYFS profile.

During the year children will be assessed as emerging, developing or secure in the relevant age bands. Assessments will be based on observation of daily activities and events. At the end of reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

1 – Emerging, not yet reached the expected level of development

2 – Expected

3 – Exceeding, beyond the expected level of development for their age

Year 1 phonics check and the Year 4 multiplication check will take place in June 2023.

More information about statutory tests can be found on the DFE website below.

Extra information for parents – DFE

MTC Information for Parents

 

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