Understanding Pupil Assessment

Our Approach to Assessment

  • Assessment is integral to high quality teaching and learning and underpins our Christian Values of compassion, resilience and trust
  • It helps us to ensure that our teaching is appropriate and that learners are making expected progress and/or challenged appropriately
  • All staff are regularly trained in our approach to assessment
  • Our Senior Leadership Team is responsible for tracking and analysing whole school assessment

Our method of assessment

  • Assessment serves many purposes, but the main purpose of assessment is to help teachers, parents and pupils plan their next steps in learning
  • We also use the outcomes of assessment to check and support our teaching standards and help us improve
  • Through working with other schools and using external tests and assessments, we will compare our performance with that of other schools.
  • We assess pupils against assessment criteria, which are short, discrete, qualitative and concrete descriptions of what a pupil is expected to know and be able to do
  • Assessment criteria are derived from the National Curriculum
  • The achievement of each pupil is assessed against all the relevant criteria at appropriate times of the school year (termly, half yearly and end of year)
  • Each pupil is assessed as either ‘emerging’, ‘expected’ or ‘exceeding’ against each relevant criterion contained in our expectations for that year.
  • For those pupils meeting and exceeding the expected standards, we provide more challenging work that allows them to apply their skills and knowledge to a range of more complex problem solving activities, hence deepening their understanding
  • Assessment judgements are recorded and backed by a body of evidence created using observations, records of work and testing
  • Assessment judgements are moderated by colleagues in the Didcot Partnrship of schools to make sure our assessments are fair, reliable and valid

Our use of assessment

  • Teachers use the outcomes of assessments to summarise and analyse attainment, progress and wellbeing for their pupils and classes
  • Teachers use this data to plan the learning for every pupil to ensure they meet or exceed expectations academically and emotionally.
  • Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk are making appropriate progress and that all pupils are suitably stretched ensuring the development of the “whole” child
  • We celebrate all achievements across a broad and balanced curriculum, including sport, art and performance, behaviour, and social and emotional development
  • The information from assessment is communicated to parents during parents meetings throughout the school year, and a written report at the end of the school year.  This provides information about what has been achieved and indications of what pupils need to do next