02.05.17
The Grovelands Assessment System
The current curriculum has a different content to the old curriculum.
Many of the objectives in the old curriculum have shifted to lower year
groups in the current, more rigorous curriculum, this means it is not
possible to have an exact correlation between a level that was the
outcome of the old National Curriculum assessment and the
requirements of the current National Curriculum. For teachers this has
meant a shift in thinking and in the way we assess out children’s
outcomes.
The school has welcomed the changes in the National Curriculum and
saw it as an exciting opportunity to review our assessment and
reporting systems to create a more holistic approach that makes sense
to parents. We were very clear that whatever assessment tool we
used, it needed to be robust and track pupils’ progress across the
school and not just at the end of a Key Stage.
The Grovelands Assessment System
• Every child can achieve: teachers at Grovelands have the mindset,
‘What do I need to do next to enable a child in my class to achieve?’
• The National Curriculum objectives will be used as the expectations
for all children.
• Children will make age appropriate progress on average through
their school life – 12 months in 12 months.
• Teachers are experts in assessment - assessment will be effectively
used to ensure the correct scaffolding is built into lessons to ensure
all children achieve.
• Even if children are assessed at working below age related
expectations in some areas, they will continue to be challenged and
access material from their year groups curriculum, to ensure that
their interest and engagement are maintained and to encourage
accelerated progress.
How we assess
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The class teacher makes ongoing assessments throughout each lesson through
questioning, observation and dialogue.
Children need to know what they are being asked to learn and more importantly
why, through the use of learning objectives.
Success criteria are then discussed and agreed with or formulated by the children
in each lesson, work is then assessed against the success criteria.
Three way feedback is given – pupil, peer and teacher, with clearly identified next
steps. This can be either written or verbal.
Children have regular opportunities to review their next steps and improve their
work.
Subject leaders, phase leaders and the senior leadership team do regular work and
planning scrutiny to ensure that this is in place.
Assessments of attainment are inputted half termly into our school data system
(SIMS).
Pupil progress meetings are held termly, where we look in detail at the attainment
and progress of all pupils and discuss how to address any underperformance or
poor progress, either through quality first teaching, interventions or referrals to
specialist services.
Assessing Attainment
Example shown is Year 3
Assessing Attainment
• A child who is working at a 3.1 or a 3.2 is said to be
SOMETIMES using and applying the skills taught.
• A child who is working at a 3.3 or a 3.4 is said to be
OFTEN using and applying the skills taught.
• A child who is working at a 3.5 or a 3.6 is said to be
CONSISTENTLY using and applying the skills taught.
• 3.6 is used when a child is CONSISTENTLY using and
applying all skills taught within the year group without
mistake.
Progress
• In order to make expected progress children
should make at least 1 points progress every
half term, 6 points progress across the year.
• Good progress is 6.2 to 6.5 points.
• Outstanding progress is over 6.5 points.