At Belvoirdale we use an assessment system called Target Tracker. This systems tracks the attainment and progress of each child from the moment they begin their school life in reception class. Every term, a teacher will assess each child by highlighting a wide range of statements from the National Curriculum in reading, writing and maths based on the work that they have completed in the term. Target Tracker then indicates where the child is working when compared to the average for their age.
For example, a child could be working below the standard, working within the standard, working at the standard (secure) or working above the standard for their age.
Teachers are responsible for the progress of the children in their care and will discuss the progression of each child during Pupil Progress meetings with the headteacher and the deputy head three times a year.
Parents will be informed of a child’s progress at three points in the year:
As well as reporting to parents, primary schools have a duty to carry out the statutory assessment procedures for certain year groups as set out by the government. These are explained below.
An overview of the current statutory primary assessment system
Reception Early years foundation stage profile (EYFSP): The profile summarises and describes pupil attainment at the end of the early years foundation stage. EYFSP data is published at national and local authority level. Individual pupil data is used to understand individual education and development needs and to support transition to year 1.
Year 1 Phonics screening check: A light-touch, statutory screening check administered by teachers. The check assesses a pupil’s phonics decoding ability to identify pupils needing additional support. School-level data is not published, while national and local authority level results are. Pupils who do not meet the required standard are required to re-sit in year 2.
Year 2 End of key stage 1 national curriculum assessments: Teacher assessment judgements are currently made using interim teacher assessment frameworks and reported in mathematics, English reading (informed by internally-marked national curriculum tests), science and English writing. These teacher assessments are externally moderated by local authorities, who sample 25% of schools each year. These assessments form the baseline for measuring progress made between key stage 1 and key stage 2. The proportions of pupils achieving the expected standard in English reading, English writing, mathematics and science are published at national and local authority level, but not at school level.
There is currently an optional test in English grammar, punctuation and spelling at the end of key stage 1.
Year 6 End of key stage 2 national curriculum assessments: Pupils sit externally-marked tests in mathematics, English reading, and English grammar, punctuation and spelling. Teacher assessment judgements are made in English reading, English writing, mathematics and science. The proportions of pupils achieving the expected standard in all of reading and mathematics (based on test data) and writing (based on teacher assessment judgements) are published at national, local authority and school level and are used to calculate the progress that pupils make between key stage 1 and key stage 2. Progress and attainment measures form part of both the floor standard and a new definition of coasting schools, which is used as the starting point for a conversation about whether a school might require additional support.
National curriculum test data in English grammar, punctuation and spelling, and teacher assessment judgements in English reading, mathematics and science are published at national and local authority level.
Science sampling tests are conducted biennially, with the most recent tests in June 2016. The next tests will be administered in June 2018. A sample of approximately 9,500 pupils is randomly selected to sit science tests, based on 5 pupils from 1,900 schools. Results are reported as national data only and individual results are not returned to schools or pupils. This assessment provides an understanding of national performance in science.
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