Assessment

In 2014 a new National Curriculum was introduced and with this change came the removal of National Curriculum levels. Instead children were to be assessed by age related standards for each subject. These Age Related Expectations are used in order to track progression and allow judgments of progress to be made in the following ways:

End of Key Stage 1

Mathematics, Reading and Writing

  • Below expected National standard
  • Working towards expected National standard
  • Meeting or at National standard
  • Exceeding or Mastery standard

End of Key Stage 2

Writing

  • Below expected National standard
  • Working towards expected National standard
  • Meeting or at National standard
  • Above National standard
  • Mastery standard

Reading

  • Meeting or at National standard

Mathematics

  • Meeting or at National standard

Science

  • Meeting or at National standard

How we assess at St. George’s School

At St. George’s Independent School we feel assessment is an integral part of our teaching and should be used to inform planning. We aim to make assessment an ongoing process which will enrich learning alongside the formal set of tests.

Measuring Progress

At St. George’s we track progress using Teacher Assessment. These judgments are made in accordance with the Age Related Expectations (A.R.E’s) and alongside the Interim Framework in Year 2 & 6. Evidence for progress will be collected throughout the year.

Each child is given an assessment code based on age group, how well the child is meeting expectations for that age group, and a depth of learning rating.

  1. The age group code number is based on the year groups’ Age Related Expectations – so, for example, for Year 4 the code number would be a 4.
  2. How well the child is meeting expectations is determined by the work seen and the evidence collected. The table below shows the letters and what they mean.
    EEmerging – this shows that the child is starting to access the curriculum for the age group.
    D: Developing – this shows that the child is working within the expectations of the year group but is not yet confident.
    S: Secure – this shows that a child is working well within or has met the expectations for the year group.
  3. The depth of learning rating is calculated according to the table below.
Code Wording Meaning Added Value
*1 Low This is below the expected standard depth of application and understanding. Does not apply their learning.  -1
*2 Expected This is the expected standard depth of application and understanding.
Average application of learning.
 0
*3 Good This is above the expected standard depth of application and understanding. Good application of learning.  +2
*4 Very good This is well above the expected standard depth of application andunderstanding. Very good application of learning.  +4

These codes add value to the Tracking Points of each child through the year. Typically ‘Depth of Learning’ code changes are rare, unless something exceptional is happening.

  1. All the codes are combined together to get your judgment. So for example a Year 3 who is just beginning the year but shows good level of understanding might progress through the year like this:
Term Judgement Tracking Points
1 3E*3 18
2 3D*3 19
3 3S*3 20
  1. Tracking points will be calculated and used by the assessment manager to monitor progression. The grid below explains the basic starting points based on their letter code judgment for each year group. For expected progression through the AREs a child will gain a point a term, this can be changed positively or negatively based on the ‘Depth of Learning’ code.
  Starting points
Year Group (emerging) (developing) (secure)
Year 1 10 11 12
Year 2 13 14 15
Year 3 16 17 18
Year 4 19 20 21
Year 5 22 23 24
Year 6 25 26 27
  1. At the end of each term the class teacher will fill in a class teacher assessment overview sheet. This will have the current judgment for each child in Numeracy, Reading, Writing and Science. The Tracking Points will be added to the sheet once the completed sheet has been given to the assessment manager. Then a copy will be stored centrally in the Assessment Folder and one will be returned to the teacher for their own records. Any concerns or worries raised will then be discussed.

Year 2 and 6

In Years 2 and 6 their work will be assessed against the standards set out in the End of Key Stage Teacher Assessment Frameworks.

Measuring Attainment

Attainment is measured using a whole school set of formal tests once a term. These are linked to the new national curriculum. At the end of each Key Stage (Year 2 and 6) national tests (SATs) are used in Term 3. These assessment results are tracked and monitored throughout the year.

Assessment Timetable

Term 1

Years 1, 3, 4 & 5

  • Teacher Assessment against the A.R.E’s (Progress)
  • Formal Tests (Attainment)

Years 2 & 6

  • Teacher Assessment against the A.R.E’s and Interim
  • Framework (Progress)
  • Formal Tests (Attainment)

Term 2

Years 1, 3, 4 & 5

  • Teacher Assessment against the A.R.E’s (Progress)
  • Formal Tests (Attainment)

Years 2 & 6

  • Teacher Assessment against the A.R.E’s and Interim
  • Framework (Progress)
  • Formal Tests (Attainment)

Term 3

Years 1, 3, 4 & 5

  • Teacher Assessment against the A.R.E’s (Progress)
  • Formal Tests (Attainment)

Years 2 & 6

  • Teacher Assessment against the A.R.E’s and Interim
  • Framework (Progress)
  • SAT’s Tests (Attainment)

Reporting

At St. George’s School we feel communication with parents and a pupil regarding their attainment and progress is essential. As a result we report in the following ways:

To Parents

Parents are informed of the progress and attainment their child is making by:

  • Informal daily feedback at the start or end of the day
  • Formal meetings arranged with a specific concern
  • SEND meetings to discuss or review work
  • Parents’ Evenings twice a year (October and June)
  • Written reports – one short (March) and one long (June)
  • Regular updates to the website

To the child

We believe children should be involved in the assessment process and understand where they are and what they need to do next. The children have ‘I can’ targets set so they know exactly how they are progressing and what they need to do next. We also have informal feedback chats with the children.

To the School

We have review meetings which have a focus on particular groups. These look at the progress being made, noticeable trends that are developing and what we need to do in the future. A moderation of the assessments will be carried out each term as a group.

Policies

You can download the relevant school policies here: