Assessing Progress

Assessment

The information on this page should help you to understand the way we assess how much progress children make at Buckingham Park Primary School.

Effective Assessment Systems should;

  1. Give reliable information to parents about how their child, and their child’s  school is performing
  2. Help drive improvement for pupils and teachers
  3. Make sure the school is keeping up with external best practice and innovation

Assessment Principles DfE

Early Years Foundation Stage (EYFS)

Reception

Children in the Reception classes continue to be assessed against the Early Years Foundation Stage Profile (EYFSP for short). This consists of Ages and Stages criteria for nursery learners moving into Early Learning Goals for Reception aged learners.

At the end of Reception these are reported as Emerging, Expected or Exceeding the Early Learning Goals in each area.

Evidence is gathered across the year to create ‘Learning Journeys’ for all children in EYFS and we value all contributions to these documents from parents and carers .

Assessment in EYFS is gathered through observations of learners, samples of learning, photographs and conversations, which demonstrate the child’s understanding of a given concept.

In addition to this, staff identify the learning behaviours of children and plan lessons and activities to develop a wide range of learning skills in preparation for the next stage in their education in Key Stage 1 (Years 1 and 2).

Yrs 3, 4, 5 and 6)

This year we have introduced a new assessment and reporting system which links with the new 2014 National Curriculum.

This system is called Learning Ladders and we use it for the purposes of target setting, reporting, assessing and recording.

This approach was initially developed by Hiltingbury Junior School and is recognised by the Department for Education.

Each pupil has a Learning Ladder for Reading, Writing and Mathematics. The ladder has rungs which show the key objectives, taken from the 2014 National Curriculum, that the children need to work through.  Although the path of learning is never linear, the rungs set out a typical journey of learning.  Teachers will sign off the rungs as children achieve them.  Rungs will be signed off regularly by the teacher as part of their summative assessment.

Over time, teachers will be able to see which rungs a child has achieved in relation to the end of year expectations. We can then report to parents, at the end of the year, if their child is working towards, expected or working at greater depth. Throughout the year, parents will have access to their child’s Learning Ladder online so they can clearly see which rungs they have achieved and what their next steps are. 

If you have specific questions regarding your child’s progress please do not hesitate to come in and talk to a member of staff so that we can help you. 

Y1 Phonics Screening Test

The phonics screening check is designed to confirm whether pupils have learnt phonic decoding to an appropriate standard. It identifies pupils who need extra help to improve their decoding skills.

The phonics screening check is undertaken in all state schools in Year 1 and for children in Year 2 who did not meet the Year 1 standard. The check is carried out by the class teachers in June.

The check consists of 20 real words and 20 pseudo-words (made up words) that a child reads aloud to the teacher. You can use the sample materials to familiarise yourself with the check.

You can also look at materials from previous years.

Pseudo words (made up words) are included because they will be new to all children, so there won’t be a bias to those with a good vocabulary, knowledge or visual memory of words. Children who can read non-words should have the skills to decode almost any unfamiliar word. The non-words are presented alongside a picture of an imaginary creature, and children can be told the non-word is the name of that type of creature.

This helps children to understand the non-word should not be matched to their existing vocabulary.

KS1 English, Year 2

Reading

The reading test is comprised of two components; one integrated reading and answer booklet and one separate reading booklet with an associated reading answer booklet. Children will have access to all components but teachers can stop the child at any stage of the test that they feel is appropriate for that particular child. The total testing time is approximately 60 minutes.

Grammar, Punctuation and Spelling

Children will sit two papers,

Paper 1 Grammar, Punctuation and Vocabulary questions, 2 10 minutes tasks, 25 marks.

Paper 2 – Spelling, 20 questions, 10 marks.

Handwriting will also be assessed

Key Stage 2 SATS

Reading

The reading test is comprised of two components; one integrated reading and answer booklet and one separate reading booklet with an associated reading answer booklet. Children will have access to all components but teachers can stop the child at any stage of the test that they feel is appropriate for that particular child. The total testing time is approximately 60 minutes.

Grammar, Punctuation and Spelling

Children will sit two papers,

Paper 1 Grammar, Punctuation and Vocabulary questions, two 10 minutes tasks, 25 marks. Will consist of:

Paper 2 – Spelling, 20 questions, 10 marks.

Handwriting will also be assessed