Cherry Trees Primary School

ASSESSMENT

At Cherry Trees School the following forms of assessment are used:

  • Formative assessment: assessment for learning
  • Summative assessment: assessment of learning

Formative assessment

Formative assessment puts the child at the centre of the assessment process and allows classroom practice to promote each pupil’s development. It:

  • Supports learning
  • Takes place during learning
  • Helps and demonstrates how to improve learning
  • Identifies what is being learnt and what the next steps are
  • Supports identification of learning styles, how to adapt the environment, where strengths/needs/gaps are

Formative assessment does not provide a means of assessing each pupil’s learning needs against another pupil’s. Williams (2009) suggests five key aspects to formative assessment. These involve ensuring the teacher, peers and the learner have a clear idea about the direction learning is to take, where the pupil’s learning is now and how the pupil is going to get there. More information on this can be found in Appendix 1

Formative assessment is an on-going process which occurs day by day or minute by minute, where staff working with each pupil, or a group of pupils, adjust their teaching to meet the changing needs of the pupil or pupils. It can also include shorter cycles of assessment interpretation and action such a review of work sheets or comments in a book.  Formative assessment also allows for the implementation of changes that may arise as a result of teacher or support staff professional development. These changes would then need to be assessed again to ensure that pupil progress is developing in the way that is anticipated.

Summative assessment

Summative assessment at Cherry Trees School is the assessment that takes place at the end of an academic term or year to summarise children’s achievements. It can be both quantitative and qualitative.

Summative assessment:

  • Takes place after learning
  • Is used to measure performance as well as to support learning
  • Tells us where the child is at a point in time and what has been achieved. It provides the pupil and parents with an overall level so that progress across a period of time can be recorded and celebrated
  • Can be criterion based and provides the teacher with a clear idea about the overall achievements of the pupil or pupils
  • Also allows comparisons to national assessments so that a pupil and his/her parents know how well they are doing when compared to their contemporaries

 

Target Setting

Targets must be relevant negotiated and shared with pupils, parents and colleagues.

Annual Targets (ATs) are agreed at the end of September.  They are based on the long term targets from EHCPs and Annual Reviews and summative assessment.  They are reported and reviewed through the EHCP review structure and are based around the four core areas of the Code of Practice:  Cognition and learning, communication and interaction, social emotional and mental health and sensory / physical development.

Cherry Trees also monitors progress towards targets set in each of the children’s EHCP. This is done on a termly basis by the SENDCO and class teacher. An annual review is held with parents and other agencies involved with the child to assess progress over the year and set new targets in line with the SEN Code of Practice.

Individual Learning Targets (ILTs) are drawn from the ATs.  They have a termly review and report structure.  All targets are designed collaboratively and stored centrally (on the G drive) The pupil’s class teacher is responsible for maintaining the target process and relevant records. 

An example of KS1 targets

 

Term 1

Reading

I can use my phonics knowledge to predict unknown words when reading with an adult

Writing

I can write a short story with support using clear finger spaces, initial sounds, capital letters and full stops accurately

Maths

I can complete maths tasks I find difficult independently by using practical equipment to support me e.g. number line

SEMH1

I can use the strategies I have been taught to manage my behaviour during the day e.g. ask for time out

SEMH2

I can recognise when I need to do an activity with an adult which will help me to be calm

 

 

We have Progress Review meetings each half term to monitor the progress of the children. The children are assessed using the National Curriculum Age Expectations. Many of our children are not working within the age expectations as they have gaps in their knowledge and skills due to their SEMH needs, or they have specific learning needs. The teachers have the tools to be able to meet the needs of individual children by using the Essentials curriculum or the Pebbles curriculum. All information is collected at the Progress Review meetings including that from interventions that have taken place.

 

Recording

The ILTs should have a five-part structure which should include targets on reading, writing, maths and two on SEMH areas.  The latter might target emotional literacy, self-regulation etc.  The Muntham Wheel tracking, in combination with the EHCP, can guide selection of the SEMH targets.   Reading, writing and maths targets focus on the pupil’s approach to learning within those areas.  Where possible the ILTs should link back to the ATs so, for example, the reading target may link to the AT on cognition and learning.

All ILTs are reviewed according to a five-point scale

  1. No progress
  2. Minimal progress
  3. Moderation progress
  4. Target nearly achieved
  5. Target totally achieved

Each ILT is reviewed mid-way through the term, and reviewed / evaluated at the end of the term.  At the term end, one of the above judgements is recorded along with a brief account of why the judgement has been made.

ILT judgements are built on a wide evidence base including observations, pupil’s work (Record of Achievement (RoA), diagnostic marking), curricular tracking, Muntham Wheels, and PM benchmarking.  These are also the responsibility of the pupil’s class teacher and have their own completion cycles.

  • Observations continuously
  • Pupil’s work (RoA) weekly
  • Diagnostic marking weekly
  • Curricular tracking termly
  • Muntham Wheels termly
  • PM Benchmarking termly where appropriate

As Cherry Trees is a school for children with SEMH we also assess pupils using a tool called a Muntham Wheel, which charts the progress of these needs made under the following headings:

  • - Self-Awareness
  • - Managing Feelings
  • - Motivation
  • - Empathy
  • - Social Skills
  • - Task Orientation
  • - Classroom Conformity

 

Reporting

All pupils will have an End of Year Report where the class teacher will outline what they have studied and the progress that they have made regarding each project / area off work.

All pupils, as a result of their EHCP will have an Annual Review where progress against the EHCP and Annual Review targets are reported.  As far as possible this review will be one year after the previous review.

Each pupil will also have a parent teacher consultation review.  These reviews will be termly or in unusual circumstances twice a year.  It may not be deemed necessary to have a parent teacher consultation in the term where an Annual Review has taken place.