The importance of assessment

Assessment underpins all teaching and learning practise – it provides valuable information which enables children, teachers, leaders and parents to identify, analyse and review achievements, attainment and progress against age related expectations and standards. Assessment underpins what is taught in the classroom and informs all planning and lesson content and delivery.

Assessment at Eaton Park provides:

  • Children with a clear understanding of what they are secure at, what they need to develop further and what they need to do next in order to develop and extend their learning.
  • Parents and carers with half termly pupil profiles about their child’s progress and attainment in terms of meeting year band expectations, and to ensure that pupils, parents and teachers can work together to ensure successful learning and progress.
  • Teachers with a clear understanding of their pupils’ achievements, progress and abilities which they use to inform planning for upcoming learning and teaching.
  • Leaders and governors with information that they can track and analyse in order to identify and track standards, teaching and learning across the school.
  • External agencies, including feeder high schools, OfSTED, the local authority and the DfE, with information and evidence that the school’s children are achieving well, to track standards in teaching and learning and to ensure continual school improvement.

Statutory assessments

As a school, we are required to undertake statutory, formal assessment procedures and examinations determined by the government to measure attainment and progress against national standards. Pupils’ performance is compared nationally with pupils of the same age as well as against schools in the local authority.

The statutory assessments include:

  • End of year Foundation Stage assessment
  • Year 1 Phonics Screening Test – completed in June
  • End of KS1 (Y2) – completed in May
  •  Year 4 Multiplication Tables Check – completed in June
  • End of KS2 (Y6) – completed in specified week in May

Assessment Process

As of September 2014, the DfE removed assessing with levels for children in all primary schools. This resulted in schools being encouraged to create their own assessments systems without the use of levels.

According to the DfE (DfE Assessment Principles, 2014), effective assessment principles for the school curriculum should:

Give reliable information to parents about how their child, and their child’s school, is performing

  1. Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
  2. Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.
  3. Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.
  4. Are reliable and free from bias.

Help drive improvement for pupils and teachers

  1. Are closely linked to improving the quality of teaching.
  2. Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.
  3. Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.

Make sure the school is keeping up with external best practice and innovation

  1. Are created in consultation with those delivering best practice locally.
  2. Are created in consideration of, and are benchmarked against, international best practice.

Early Years Foundation Stage (EYFS) assessment

The children in EYFS are assessed throughout the year against the Early Years Foundation Stage Profile, which includes age bands and stages to learning for nursery pupils moving into the Early Learning Goals for Reception. Children in both nursery and reception are assessed on entry using

Evidence is gathered throughout the year, through the use of observations and write ups, teacher/pupil conversations, photographic evidence collected using the online system, Tapestry, pupil independent work, samples of learning and evidence collected by parents/carers. This creates an individual profile for each pupil which demonstrates their learning journey and understanding of concepts.

At the end of Reception, pupils’ achievements are reported using ‘Emerging, Expected and Exceeding’ against the Early Learning Goals for each of the seventeen areas. To be at age related expectations at the end of EYFS, pupils have to achieve expected or exceeding in all areas to achieve a ‘Good level of development’.

Key Stage One and Key Stage Two assessment

As of September 2015, children at Eaton Park are assessed against the National Curriculum objectives through our in house assessment system. This tool assesses reading, writing and mathematics from the end of reception to year 6 and supports with transition to high school. The terminology of emerging, securing and deepening enables teachers to assess children against the end of year expectations and the three stages of the system provides graduated steps to achieving the outcomes expected.

Our new assessment practice continues to provide information about pupils’ attainment and progress. We continue to engage pupils in the whole assessment process by building self and peer assessment strategies into our teaching. We continue to complete summative assessments at the end of each term to support and validate our teacher judgements of attainment and progress.

Key features of our assessment

Our assessment procedures focus upon enabling and helping pupils to meet or exceed national expectations and to achieve the highest possible standards they can within each year band of their learning journey. The National Curriculum outlines what our children need to learn; however, we decided, as an academy, how to assess our children’s progress and attainment.

The key assessment processes are:

Formative assessment: This is our daily assessment which we gather through observations, teacher-pupil dialogue, pupil responses and discussions and marking pupils’ work etc. This form of assessment underpins daily teaching and learning and informs next steps and planning.

Summative assessment: This form of assessment focuses on the more formal aspect of assessment which includes tests. At Eaton Park, in Years 1 – 6, children complete half-termly assessments for reading, spelling and mathematics to demonstrate their understanding of the concepts they have been taught. The outcomes of these assessments build on formative assessment to provide teachers, parents and the children themselves with clear assessment information. In EYFS and KS1, the children are assessed on phonic sounds and common exception words as well.

We undertake moderation each half term in house, and we also participate in cross school moderation and moderation workshops to further quality assure our assessment judgements and to ensure consistency and validation of judgements.

Click below to view our assessment tool

Eaton Park Assessment Tool

Click below to view our assessment policy

EPA – Assessment Policy 18-19