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Assessment, Training and Progression

Our school fully supports the principle that young children learn through play and by engaging in well-planned structured activities. Teaching in Year R builds on the experiences of the children in their pre-school learning. During the children’s first term in Year R your child’s teacher begins to record the skills of each child on entry to the school. This assessment forms an important part of the future curriculum planning for each child. The Foundation Stage Profile is used to assess children’s progress throughout the year. We are well aware that all children need the support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well each child is progressing.

Baseline entry assessment –Delivered as a one to one chat with your child assessing basic number and language skills.
Ongoing assessment of progress across the whole curriculum recorded as an Early Years Profile.​

As your child moves through years one to six their progress is tracked across a range of subjects.  Currently progress is tracked in reading, writing, & mathematic. Within a lesson, or series of lessons your child’s teacher will make observations of their progress, identifying and addressing achievement and misunderstanding.  By doing this they are constantly making formative assessments, in other words noting what you child needs to do next to keep moving forward in their understanding.  This information is used to help make summary judgements at the end of each term and this information is recorded using a data management system . Your child’s progress will normally be measured against the end of year outcomes for their year group, so if your child is in year one their progress will be measured using end of year one outcomes.
For a year one child who has just started to work within their year group it is likely their progress will be judged as 1E = Year 1 emerging;  for a year one child who is judged to be working within their year group it is likely their progress will be judged as 1D = Year 1 developing;  for a year one child who is judged to be secure in approximately 85% of the end of year outcomes it is likely they will be judged as 1S = Year 1 secure and for a year one child who has achieved all end of year outcomes and is applying these skills in various contexts they are likely to be judged as 1M = year 1 mastery level.  This system will apply to each year group from 1-6.  Pupils who are working significantly above their peers and beyond the curriculum for their year group may be working on objectives from the year above but this will be an exception and not an expectation.  Pupils may however be working at a level lower than their peers and may be judged against objectives below their year group.  This would lead to an overall judgement that a pupil in this situation would not be working at age related expectation.

In addition to ongoing formative assessment, whereby teachers build a picture of your child’s progress against end of year outcomes, progress of pupils is also assessed formally at the following points.  All pupils in years 1-6 are now expected to attain the end of year outcomes appropriate to their year group and progress is now recorded as emerging, embedding, exceeding or mastery level.  Expectations for all pupils are set out in The National Curriculum and detail what children should be able to do and know by the end of each year and at the end of each key stage.

This assessment takes place in June and is delivered one to one by the class teacher .
It is a Statutory phonics screening test to assess your child’s level of phonic knowledge as a reader. Schools are required to retest children with this assessment in year two if they do not reach the expected score.
These assessments take place during May or June and are delivered by the class teacher as a normal teaching session. They consist of:
  • A Reading test – 2 papers
  • A Grammar, spelling and punctuation test – 3 papers
  • A Mathematics test – 2 papers
The scores will be reported to you as a numerical score with an explanation of what this score means. This will give you some idea of your child’s performance in these tests in relation to other children of the same age.
These assessments take place in May. They consist of:
  • A statutory Reading test – 1 paper
  • A statutory Grammar, spelling and punctuation test – 2 papers
  • A statutory Mathematics test – 3 papers
A percentage of schools each year are chosen to sit science tests – 3 papers. There is likely to be a test of multiplication skills …we will let you know.  The scores will be reported to you as a numerical score with an explanation of what this score means. This will give you some idea of your child’s performance in these tests in relation to other children of the same age.

During a child’s learning journey they will move through several ‘transitions’.  Children attending Cannington C of E Primary School make several transitions.  It is vital we make these moves as smooth as possible to ensure all pupils are able to continue to make good progress.   Prior to the start of the new school year your child’s previous and new teacher meet to discuss each child as a person and as a learner.  Termly progress meetings take place between teachers and our Headteacher to ensure every child’s progress is reviewed, supported and challenged appropriately.  All children spend time with their new teacher in order to begin to develop positive relationships, beginning to get to know one another. ​

Our transition from pre-school to Year R begins during the autumn term each year.  Early discussions between practioners inform and shape the ‘transition process’ for the following year.  On receiving our new intake register during the spring term, our year R teacher and SENCO may begin to visit / meet pupils who will transfer to our school.  Meetings will take place between practioners including key workers, teaching and support staff, special educational needs coordinators, safeguarding officers and pupil premium mentors from both settings.  Detailed records of a child’s individual learning journey are shared.  On entering Year R all children are now formally assessed to provide a baseline on entry to school.  This will become a statutory requirement from September 2016.  We currently use a DFE approved assessment tool that enables practitioners to accurately describe children’s attainment on entry to YR by drawing together evidence of their knowledge of the children from a range of means. This includes evidence found within records from previous settings, information from parents that can be validated, and observations of and interactions with the children themselves during their initial period in YR through self-initiated play, small group activities and adult directed tasks. This allows us to take account of information that reflects the whole child.

At the end of Year R pupils complete the Early Years Foundation Stage.  In the final term of the year in which your child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. This Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The EYFS Profile summarises and describes children’s attainment at the end of the EYFS. It is based on ongoing observation and assessment in the three prime and four specific areas of learning, and the three characteristics of effective learning. The Profile must reflect: ongoing observation; all relevant records held by the setting; information from parents, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.  Discussions take place between teachers in year R and year one to review each child’s progress through the EYFS and to understand each child as a learner in preparation for the Key Stage One curriculum.

Pupils reaching the end of Key Stage One (this is the end of year two) move into Key Stage Two.  Progress is measured at the end of this stage by means of statutory testing.  Again, teachers meet to discuss each child as a learner and as an individual.

At this point pupils begin to prepare to leave our school and move to their chosen secondary provider.  To make this process successful discussions take place between our staff and your child’s next school and cover social, personal and academic progress, this includes the outcomes of their year 6 statutory tests.  Strengths and areas for development are identified and all progress records are transferred.  Examples of your child’s work are also shared and pupils work on a ‘transition’ project during the second part of the summer term.  Visits are made by staff from your child’s new school where presentations are given and question and answer sessions take place.  This is supported by visits to your child’s next school and through open events to which parents and children are invited.​
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