Assessment Statement


At Mount Charles School we believe in the need for accurate assessment in order for children, staff and parents to have specific knowledge about what pupils have learnt in order to plan and target future learning.

Two of our school aims specifically indicate our expectations for pupil learning:
  • There is a learning environment in which individuals are encouraged to achieve their full potential
  • We foster a supportive relationship between school and home.
In implementing our policy we agree that assessment:
  • Is an important stage in the learning cycle allowing the next step in pupil progress to be targeted accurately
  • Allows us to reflect on the effectiveness of our teaching
  • Enables us to track pupil progress
  • Provides information which can be used to indicate pupil performance when reporting to parents
  • Leads to continuity of expectation when pupils move to a new teacher
  • Provides vital information for the Leadership Team to review pupil learning in pupil progress meetings and develop points and for action through the writing of the School Development Plan
  • Should be both formative and summative (see below).
Assessment without Levels

From September 2015 a new assessment system has been introduced within the school. Key Performance Indicators, taken from the National Curriculum framework have been allocated to each year group (Year 1-6). Pupils are assessed against these objectives in Maths, Reading and Writing throughout the year.

Future teaching is planned based on the outcomes of these assessments.

It is possible to "follow the story" from term to term to see the progress pupils have made during the year with their learning.
From September 2016 an additional system of assessment has been introduced across the school.  Teachers make half-termly judgements on whether the pupils are working at the expected level for a child of their age - these evaluations are informed by the assessment system and feed into the target setting process.

What is summative assessment?

Summative assessment can be seen as the more formal tests which take place. At the end of KS2 (Y6), the National Statutory Tests (SATs) are taken by pupils in Maths, Reading and Spelling, Punctuation and Grammar to compare standards with other Y6 pupils across the country. As well as reporting the results of these tests, a Teacher Assessment is also given (including a Teacher Assessment for Writing) which draws on the teacher's ongoing assessment records and professional judgement.

Similarly, at the end of KS1, Y2 teachers decide a level for each child’s attainment in the core subjects using level descriptors and their professional judgement. In order to do this, they use ongoing assessment records and make use of externally produced national tests and tasks.

Tests and tasks are given to pupils in Years 1,3,4 and 5 (including externally produced tests where necessary and appropriate). Other commercially produced assessments, such as CGP and NFER may also be used to add to the assessment information in addition to school and class based tests. These provide an opportunity to keep track of children’s progress and teachers’ expectations.

On Entry assessment takes in EYFS through tasks and observation of children. At points during the year a snapshot of attainment is taken and data submitted and reported to parents at the end of the year.

What is formative assessment?

This is day to day ongoing assessment, based on how well children fulfil learning intentions, providing feedback and involving children in improving their learning. Assessment strategies used will depend on the subject area, age and ability of the child.

Based on National advice, good Assessment for Learning practice is demonstrated where:
  • Learning objectives, learning outcomes, differentiation and the bigger picture are integral features of all planning
  • Objectives and intended outcomes are routinely shared, discussed and understood by children in all lessons
  • Learning outcomes secure progression in specific aspects of the subject
  • Review of learning in relation to objectives is a routine part of lessons, and its outcomes inform future planning
  • The teacher involves children in establishing success criteria and actively involves them in determining their progress, through peer assessment and self assessment.
The teacher needs to judge where and when to use different types of feedback in response to evidence of learning.

Written feedback:
  • is based on learning objectives and outcomes and focuses on improving progress and raising standards
  • informs children’s target setting in the future
  • clearly identifies next steps for learning, and regular opportunities are provided for children to consider and act on it
Oral feedback:
  • is regularly planned and is an integral feature of teacher preparation
  • from child to teacher, teacher to child and child to child forms part of a dialogue that relates directly to learning objectives and outcomes
  • is insightful, constructive and informative and enables children to take next steps in their learning.