Curriculum and Ethos Categories

Assessing Progress

Teachers are constantly assessing, as they ask questions in lessons and lean over shoulders to read work in progress. We place great store by this style of formative assessment during lessons that supports next steps in learning.

We place great store by mistakes – these are how you learn – and we make much of ‘good mistakes’ in lessons encouraging a resilience and positive attitude to meeting challenges and learning from them.

Much of our marking is focussed on the ‘next steps’ for each child. Children are strongly encouraged to enter into a daily dialogue with their teacher about how they have found each day’s task.

We also value summative assessments, where the children are tested against national standards. At the ages of 7 and 11 the children do Standard Assessment Tests (SATs) during the Summer Term of Year 2 and Year 6. The results show their level of achievement in the core subjects as set against national norms.

As well as the ‘SATs’ at age 7 and 11 we choose to use optional tests at the end of Years 3, 4 and 5. These results are then kept in our own computer records enabling us to set targets for each child for the following year and to ensure progression throughout Key Stage 2.

All children from Year 2 upwards do a Reading and Spelling test at the start and end of the year, and those who score below their chronological age, are re-tested mid year to monitor progress.

At the end of each school year, teachers write a very full report on each child. Parents are invited to discuss this report with the teacher. We don’t wait if there are concerns: teachers will always contact parents to share worries – or good news!