Assessment

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This page is currently being reviewed Summer 2018.

Over the past two years we have been developing and improving our assessment system to reflect the changes made to the National Curriculum and national assessment systems. Our system combines test data with ongoing assessments made by teachers which together give an accurate picture of how pupils are doing. We aim to ensure that all pupils made good or excellent progress from their starting points.

School   uses a  summative assessment system   based on the Chris Quigley descriptors, where the depth (level of understanding) as opposed to the breadth (coverage) of learning is assessed across three Milestones – KS1, Lower KS2 and upper KS2.  The expectations for each year group are :

Approaching — Yet to be secure in the end of year expectations.
At — Secure in the majority of the end of year expectations.
Above— Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.

Under the old levels system children who were working past the expected level might have moved into the next level. The DfE now want children who are in this bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be approaching at the end of the year may work towards the expectations from the year below. This will be communicated with parents during parent consultations, so parents know how on track children are to meeting end of year expectations.

Over the past two years we have been developing and improving our assessment system to reflect the changes made to the National Curriculum and national assessment systems. Our system combines test data with ongoing assessments made by teachers which together give an accurate picture of how pupils are doing. We aim to ensure that all pupils made good or excellent progress from their starting points.

School   uses a  summative assessment system   based on the Chris Quigley descriptors, where the depth (level of understanding) as opposed to the breadth (coverage) of learning is assessed across three Milestones – KS1, Lower KS2 and upper KS2.  The expectations for each year group are :

Approaching — Yet to be secure in the end of year expectations.
At — Secure in the majority of the end of year expectations.
Above— Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.

Under the old levels system children who were working past the expected level might have moved into the next level. The DfE now want children who are in this bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be approaching at the end of the year may work towards the expectations from the year below. This will be communicated with parents during parent consultations, so parents know how on track children are to meeting end of year expectations.

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Chris Quigley BAD Assessment

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Chris Quigley BAD Assessment