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 and this supports Pupil Progress meetings, alongside barriers to learning meetings where children are identified as not making sufficient progress.

Reporting of assessments and target setting are used to support and allow progression to be clear along with being reliable

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.

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

-yearly 1-4 scale

-marking and feedback

-TT judgement termly

 

–       Knowledge                 tree

–       Quiz

–       End of unit task

Computing -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-yearly 1-4 scale

-marking and feedback

-TT judgement termly

 

–       Knowledge                 tree

–       Quiz

–       End of unit task

EYFS -regular questioning

-retrieval activities

-adult led activities

-child led activities

– yearly ELG assessment

-TT judgement termly

–       Informal quiz

–       1-1                             discussions

 

 

 

 

 

 

 

Humanities -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-termly 1-4 scale

-marking and feedback

­-TT judgement termly

 

-Knowledge tree

-Quiz

-End of unit task

 

 

 

 

 

 

 

 

Maths -Basic skills gap closing

–regular questioning

-retrieval activities

-lesson outcomes and success criteria

-termly 1-4 scale

-marking and feedback

-TT judgement half termly

 

– Termly PUMA assessment

-Termly arithmetic test

-KS1 SATS

-KS2 SATS

-Year 4 multiplication check

MFL -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-yearly 1-4 scale

-marking and feedback

 

-Knowledge tree

-Quiz

 

Music -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-yearly 1-4 scale

-marking and feedback

 

-Quiz

-End of unit task

PSHE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-marking and feedback

-TT judgement termly

-Jigsaw evaluation

 

 

 

 

 

 

 

PE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-yearly 1-4 scale

-marking and feedback

-iPeP scale half termly

 

-Quiz

 

 

 

 

 

 

 

 

 

 

RE -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-yearly 1-4 scale

-marking and feedback

 

 

-Knowledge tree

-Quiz

 

 

 

 

 

 

 

 

 

Reading -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-termly 1-4 scale

-marking (yr 5/6) and feedback

 

-KS1 SATS

-KS2 SATS

-Year 1 phonics

-Year 2 phonic re-take

-Termly PIRA test

 

Science -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-termly 1-4 scale

-marking and feedback

­-TT judgement termly

 

-Knowledge tree

-Quiz

-End of unit task

-KS2 SATS – every 2 years selective process

Writing -regular questioning

-retrieval activities

-lesson outcomes and success criteria

-termly 1-4 scale

-marking and feedback

­-TT judgement termly

-End of unit writing task

-Termly GPS

-KS2 GPS

-KS2 writing moderation

 

 

The use of formative assessment is used throughout the year and a grading system of 1-4 is used at to determine the knowledge that each child has retained.

 

  • Successfully learning all or nearly all of the curriculum, demonstrating a strong understanding of the knowledge and skills expected (1)
  • Successfully learning most of the curriculum, demonstrating a good understanding of the knowledge and skills expected, although there may be some gaps (2)
  • Successfully learning some of the curriculum, demonstrating a satisfactory understanding of the knowledge and skills expected, although there may be a number of gaps (3)
  • Not successfully learning the curriculum, with important gaps in the skills and knowledge expected (4).

 

EYFS follow the assessments procedures as outlined in the ELG framework.

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 Target Tracker 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 – they will be deepening 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 2020 will need to be prepared for the end of year SATs in 2021.

In the summer term 2021, 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

Instead of the old national curriculum levels, 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.

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 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 2021.

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

Extra information for parents – DFE

However, owing to the Covid 19 pandemic, no official assessments are taking place in 2019-2020 and therefore, some of the information above could be changed by the DfE. We will provide further updates as and when new information becomes available.

 

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