Assessment
At Cambridge Road we have decided that assessment (both formative and summative) is at the heart of quality teaching and learning. At Cambridge Road we believe that formative assessment is sometimes a minute by minute activity and at the very least a lesson by lesson requirement. At Cambridge Road we have agreed on 8 key formative assessment strategies and 7 key marking and feedback strategies. They are the minimum we expect. At Cambridge Road we believe the best assessment is that which combines teacher judgements and formal tests. With the removal of levels we have put in place four expectations for each year group from Y1 through to Y6. They are:
BE = Below Expectations (Pre Key Stage Standards), WTS = Towards Expectations, EXS = working Within the Expectation Standard, GD = Greater Depth
| Please use the links provided in the boxes below to read more about assessment at Cambridge Road C P & N School. |
Assessment in Early Years
At Cambridge Road, we use the Development Matters statements around the seven areas of learning and development to make judgements of the children’s progress and achievement.
Assessment in the Early Years is a continuous process. Assessment is made using teacher knowledge, practical activities, observations and photographs. Each child has their own individual ‘Learning Journey’ book. The observations made are used to help inform the staff of children’s next steps and we use this information to ensure that future planning reflects identified needs.
At Cambridge Road, the children have a baseline assessment on entry to the school and then are assessed termly using the Development Matters statements as a guide across the 7 areas of learning. Teachers use their professional judgement on the “best fit” for each child’s development by looking at the broad age and stage, that best matches their achievements.
Children are assessed against the broad age bands:
· Birth – Three
· 3–4-year-olds
· Reception
Staff then look which stage within the age band the child is working:
· Emerging - When this is the best fit stage for a child but there are elements where the child is still working in the stage below.
· Within - When this is the best fit stage for a child, they are becoming very confident at this level but have not yet begun to move into the next stage.
· Secure - When this is the best fit stage for a child, they are confident at this level and you are starting look to the next stage to plan their next steps.
For those children, that maybe falling behind, staff use the ‘Observational checkpoints’ to help further support their development.
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Statutory Assessments EYFS The Reception Baseline Assessment (RBA) is a short, one-on-one assessment taken by children in Reception (the first year of primary school in England, age 4–5), within the first six weeks of starting school. Purpose:
Key features:
Important:
The Early Years Profile Assessment assesses children across 7 areas of learning, made up of 17 specific goals and is mainly undertaken at the end of the year. 1. Prime Areas:
2. Specific Areas:
A child is considered to have a Good Level of Development (GLD) if they meet the expected level in the prime areas and in literacy and mathematics. Key notes:
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Statutory Assessment KS1 The Phonics Screening Check is a short assessment used in England to evaluate how well children Year 1, are learning to read using phonics. It helps teachers identify which pupils may need additional support with reading. Key points:
Purpose:
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Statutory Assessment KS2 The Multiplication Tables Check (MTC) is a short, online test for children in Year 4 in England, designed to assess their times tables knowledge. Key points:
Purpose:
Key Stage 2 Standard Assessment Tests (SATs) are formal assessments taken by pupils in Year 6 in England. They are designed to measure children's attainment in core subjects at the end of primary school. Key subjects tested:
Key points:
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