Expectation
Schools have an inclusive approach to assessment and planning that considers all aspects of progress including academic, social and emotional development, alongside a holistic understanding of individuals.
Why? Evidence base
- It is important to assess and communicate all aspects of progress that is meaningful to an individual. This enables children and parent carers to experience and celebrate success which contributes to a sense of belonging and achievement.
How? Whole school
- Leaders ensure that staff have a clear understanding of the purpose of assessment and are confident in using a range of assessment types including observation, questioning, marking, pupil and parent voice, screening tools.
- Staff are supported to use a range of screeners to assess and identify needs where difficulties are identified.
- Reasonable adjustments are made to marking and assessment policies, for example considering the most effective way to provide feedback where a pupil is unable to read written comments.
- Clear systems are in place to identify pupils who are making less than expected progress given their age and individual circumstances, for example Termly Pupil Progress meetings.
- Parents are actively involved in the assessment process. They are given regular opportunities to contribute to the holistic picture for an individual child where appropriate/needed.
Assessment information from school is clearly shared with parents.
How? Classroom
- Staff have a good understanding of developmental milestones and academic expectations in each year group.
- Staff are supported to use a range of strategies to evidence learning for example photo, video, audio evidence.
- Tasks are clearly planned to enable children to achieve success.
- Wider successes and achievements are explicitly celebrated with both the pupils and parents and carers.
- Teachers consider appropriate ways to celebrate achievements depending on the preferences of the individual, for example some children need something more subtle than others.
Resources
Provide examples of different assessments.
Expectation
Class teachers make daily, ongoing formative assessments of learning and progress for all pupils and use this to plan meaningful adaptations to teaching.
Why? Evidence base
- Formative assessment strategies are central to effective and responsive teaching and learning. When delivered effectively they can support motivation, independent learning and enhance progress.
How? Whole school
- There is a whole school culture where teachers feel confident to make ‘in the moment’ adaptations to teaching based on their assessment for learning.
How? Classroom
- Teachers use a range of assessment strategies throughout a lesson to monitor learning and understanding including observation, questioning, live marking.
- Where progress or understanding is not as expected, teachers are equipped to find potential barriers to learning and adapt teaching methods and strategies accordingly.
- Children and young people have opportunities to revisit or repeat learning where needed.
Resources or examples
- Give specific examples of Assessment for learning strategies
- Storyboards and/or cartoon strips to show understanding.
- Pupils use mind maps and spider diagrams adding in two different colours to show knowledge before and knowledge after.
- Whole class graffiti or working wall showing knowledge before, during and after learning.
- Scales can be used to show increases in confidence or increases in knowledge.
- Pupils imagine they need to explain what they have learnt to an alien.
- Mini whiteboards are used to sample learning actively throughout the lesson.
- Embedding Formative Assessment | EEF (educationendowmentfoundation.org.uk)
Expectation
Teachers give high quality feedback to all pupils using different forms depending on needs.
Why? Evidence base
- Feedback is an essential part of any learning journey. It supplies an insight into misconceptions, builds on previous learning and supports pupil progress.
- It must be well planned, prompt and purposeful in order for it to have the biggest impact.
How? Whole school
- There is a whole school expectation that children and young people are supported to reflect upon their own achievements and learning.
- Feedback is prompt, task specific and non-comparative. It highlights specific strengths and achievements as well as gives constructive next steps to support further progress.
How? Classroom
- Teachers are supported and equipped to supply feedback in a range of forms, for example written, verbal, peer.
- Teachers use a range of methods to give feedback where there are difficulties with language or reading skills.
- Teachers gather feedback from the pupils on how well the learning has been understood using different techniques, for example questioning, mini whiteboards, peer talk.
- Teachers explicitly teach the skills of self and peer assessment to all pupils.
Resources
Teacher Feedback to Improve Pupil Learning | EEF (educationendowmentfoundation.org.uk)
Regulations and Guidance – JCQ Joint Council for Qualifications
Expectation
Assessment of learning (summative assessments or nationally standardised test) is relevant and meaningful for all pupils and appropriate reasonable adjustments are made for those who require them.
Why? Evidence base
- Summative assessments help to monitor achievement and progress over time.
How? Whole school
- There is a clear tracking system that enables the progress of all pupils to be tracked from their starting points, no matter what stage they are working at.
How? Classroom
- Reasonable adjustments and adaptations are made to support all pupils access end point assessments. These should align to a pupils’ normal way of working, for example additional time, use of a reader, scribe, laptop or rest breaks.
Resources
https://www.thedyslexia-spldtrust.org.uk/media/downloads/72-communicating-phonics-final.pdf
https://www.gov.uk/government/publications/key-stage-1-tests-access-arrangements