Assessment, Training and Progression
Early Years Foundation Stage
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 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.
Progression – Formative Assessment
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, & mathematics. 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 your child needs to do next to keep moving forward in their understanding. This information is used to help make summary judgments at the end of each ter . 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 judgment that a pupil would not be working at age-related expectations.
Years One to Six
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.
Year One - Phonics
Year Two -End of KS1
Outcomes will be reported to you as a numerical score with an explanation of what this means. This will give you some idea of your child’s performance in these tests in relation to other children of the same age.
Year Six - End of KS2
- A statutory Reading test – 1 paper
- A statutory Grammar, spelling and punctuation test – 2 papers
- A statutory Mathematics test – 3 papers
During a child’s learning journey they will move through several transition points. Children attending Cannington C of E Primary School make several transitions. It is vital that 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 current and new teacher meet to discuss each learner. Pupil progress meetings take place between teachers and senior leaders 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.
Transition Point One
Our transition from pre-school to Year R begins during the autumn term each year. Early discussions between practitioners 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 practitioners 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.
Transition Point Two
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.
Transition Point Three
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 assessment. Again, teachers meet to discuss each child as a learner and as an individual.
Transition Point Four
Primary School Progress Measures March 2017