Assessment

At Orleans Primary School, we use a range of different forms of assessment, for different purposes. 

Formative assessment takes place during lessons and involves the class teacher and support staff providing timely and relevant feedback to the pupils about what they have done well, and what they need to do next. Formative assessment in the classroom is less formal than other forms of assessment, and often takes the form of questioning, quizzes and verbal feedback. The teaching staff will also assess your child through their daily interactions to find out how well they understand their learning. These ‘point in time’ assessments allow the teachers to make adaptations within lessons, including providing support and challenge where needed. 

Summative assessment is used termly, through standardised testing in reading, writing, grammar, punctuation and spelling (GPS) and mathematics. This test information is analysed closely using both an interactive computer program and through professional dialogue between teachers and senior leaders, to inform us of the next steps in the pupils’ learning. The test results are not used in isolation: they are used in conjunction with the teacher assessments to inform each child’s overall achievement.

All subjects across the wider curriculum are assessed continuously throughout the year, against the national expectations for the age range, as set out in the National Curriculum. 

Age-related expectations (ARE) are used to report each child’s attainment using the following terminology:

Below ARE, where a child is working below the current year group expectations. 

Working towards ARE, where a child is working with the current year group expectations but may not have secured as much of the knowledge as we would expect at any given point in the year.                                                                                               

At ARE, where a child is working within the current year group expectations and is on track to meet all national expectations by the end of the year. 

Above ARE, where a child has met the national expectations for the current year group and has deepened their knowledge across the subject. 

 

Early Years

In the Early Years Foundation Stage (EYFS) a profile is kept on your child’s progress. This is a report of your child’s development and achievement at the end of their Reception year.

The EYFS Profile is broken down into seven areas of learning:

• Communication and language

• Physical development

• Personal, social and emotional development (PSE)

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design

Assessment is ongoing throughout the EYFS but the official EYFS Profile for each child is completed in the final term of Reception. The assessment takes place through teacher observation of children’s learning and development as they take part in everyday activities and planned observations where teachers spend time on a specific task with an individual child or small group.

There are two separate achievement levels within each Development Matters age band (a document which outlines expected progress for different age ranges in the Early Years):

• Expected: your child is working at the level expected for their age

• Emerging: your child is working below the expected level

 

Statutory Assessments

At different points in primary school, children are required to sit statutory assessments:

Year 1 Phonics Screening

Towards the end of Year 1, children will conduct a simple test (Phonics Screening Check) with their class teacher. This is to determine if they have met a set threshold in their phonetic knowledge. Results are communicated with parents in the end of year school report.

Year 4 Multiplication Tables Check (MTC)

Towards the end of Year 4, children are tested through an online multiplication tables check. Results are communicated with parents in the end of year school report. 

End of Key Stage 2 National Curriculum Tests

Towards the end of Year 6, pupils will sit an English GPS test, reading test and mathematics test (commonly referred to as ‘SATs’). These tests are set and marked externally. Additionally, the teacher assessment data for writing and for science is submitted to the DfE for each child. 

You will receive assessment information for your child in reading and maths:

• EXS: your child is working at the expected standard in this subject, based on test scores.

• GDS: your child is working at greater depth in this subject, based on test scores.

• WTS: Your child is working towards the expected standard in this subject, based on test scores. 

• B: your child is working below the expected standard and did not take the SATs tests. In this case, further information will be provided regarding the specific age-related or developmental stage your child is working at.  

You will receive assessment information for your child in writing:

• EXS: your child is working at the expected standard in this subject, based on the Teacher Assessment Framework. 

• GDS: your child is working at greater depth in this subject, based on the Teacher Assessment Framework.

• WTS: Your child is working towards the expected standard in this subject, based on the Teacher Assessment Framework.

You will receive assessment information for your child in science:

• EXS: your child is working at the expected standard for science, based on the Teacher Assessment Framework. 

• HNM: your child has not met the expected standards for science, based on the Teacher Assessment Framework. 

Involving Pupils and Parents

Pupils are continuously involved in their learning. We encourage pupils to reflect daily about their learning and we also include pupils in self-assessing their own and other’s learning.

With the exception of Year 6 (who use past SATs papers as their termly assessments), we do not share grades with pupils as we do not believe this helps their learning, nor do we give out the assessment papers once completed. We do, however, ensure children know what they need to do next to improve their learning. Progress information will be shared with parents at parents’ evenings.

Statutory reporting requirements are followed by the school.

Teachers meet formally with parents twice a year, with the opportunity to meet in the summer term following the end of year written report. However, we always operate an open door policy and parents are more than welcome to speak with the teacher informally throughout the year.