How we assess the children
English and Maths Assessment
At Timbercroft Primary School we use a range of assessment procedures to ensure the progress of each individual is tracked. This is achieved through summative (tests) and formative (on going assessment) assessments as an ongoing tool for teachers to inform their future planning.
- Years 2 and 6- end of year age related assessments
- Year 1 Phonics Assessment
We use the Learning Ladders as part of our Summative assessment as well to calculate the stage at which an individual is working. These are the age related expectations-
Stage 1- Year 1
Stage 2- Year 2
Stage 3- Year 3
Stage 4- Year 4
Stage 5- Year 5
Stage 6- Year 6
For each Stage there are three possible expectations, stage developing, stage secure and next year ready.
Where children are learning at a stage above their age related steps, they have access to the learning ladder above their stage to ensure they are challenged appropriately.
For children who are working below their age related steps, they will be working from a ladder that is appropriate for their ability.
For English, the Ladders give the individual child ownership of their learning and with guidance from the teacher, children in KS2 follow their own progress and identify their own next steps. Each child has access to their individual learning ladder and the teachers set individual targets based on their assessment notes and the next steps for each individual child.
In Maths, there is a whole school focus on Numbers and Calculation so individual Maths targets are based around numbers and place value, numbers and calculations and the four number operations.
Formative Assessment Procedures
- Reading Learning Ladders
- Maths Learning Ladders
- Writing Learning Ladders
- Marking including Feedback Marking
- Assessment for Learning techniques e.g. exit cards, hinge questions, white board work, post-it notes.
- Planning annotations and ongoing teachers assessment
- End of year age related NFER assessment for Gap Analysis purposes
At the end of each academic year, children take a NFER age related assessment. These assessments are used for Gap Analysis purposes and the information collected is given to each child’s new teacher ready for the new academic year. This information is then used to enhance the learning through prioritisation and personalised learning.
Using all of these assessment procedures means learning is tailored to the individual needs of each child.