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Compass Primary School

Assessment Statement

Brooke Weston Trust Primary Schools

Assessment Statement

Assessment at PPS includes ongoing evaluation of learning by teachers on a day to day basis which allows them to tailor their teaching accordingly – commonly referred to as ‘Responsive Teaching’. 

The rationale to reviewing and amending our assessment and data management system reflects the advice published in “Eliminating unnecessary workload associated with data management” (March 2016)

  1. be streamlined: eliminate duplication – ‘collect once, use many times’
  2. be ruthless: only collect what is needed to support outcomes for children. The amount of data collected should be proportionate to its usefulness. Always ask why the data is needed.
  3. be prepared to stop activity: do not assume that collection or analysis must continue just because it always has
  4. be aware of workload issues: consider not just how long it will take, but whether that time could be better spent on other tasks

 

The Language of Assessment used at PPS

EYFS

Early Years/Foundation Stage

 

ELG

Early Learning Goal

 

GLD

Good Level of Development.  Pupils will be defined as having a GLD if they achieve at least the expected level in the three prime areas of learning and the specific areas of literacy and mathematics.

Statutory assessment

 

GDS

Working at a greater depth of expected standard

 

EXS

Expected standard

 

WTS

Working towards expected standard

 

BLW

Below expected standard

 

PKS

Pre-key stage

In-school language of assessment derived from PiXL approach

 

PiXL

‘Partners in Excellence’ – a non-profit organisation which is a collaboration of schools focussed on improving outcomes

 

A1

Based on current rate of progress, will secure Above Expected Standard

 

A2

Based on current rate of progress, will securely achieve Expected Standard.  With the right forensic support, has the potential to achieve Above Expected Standard

 

E1

Based on current rate of progress, will secure Expected Standard

 

E2

Based on current rate of progress is likely to achieve Expected Standard but may require some additional support

 

B1

Based on current rate of progress, will not achieve Expected Standard but with the right forensic support, has the potential to do so.

 

B2

Requires specialist support

 

Key Marginals

The specific B1 pupils targeted to attain the expected standard.

Above Key Marginals are pupils targeted to reach a Greater Depth.

 

Combined

Describes pupil working at/above expected standard in Reading, Writing and Maths

 

WIG

‘Wildly Important Goal’

 

QLA

Question level analysis

 

ASP

Analyse School Performance

 

PITA

Point in time assessments

Learning is assessed against what has been taught to date and learner's achievements are compared against the expected levels of understanding and competencies relative to that 'point in time'.

 

FFT

Fischer Family Trust

 

Symphony

Assessment system used for Foundation subjects

 

 

The correlation of the different language terms are:

EYFS

Statutory assessment

PiXL language

(Core subjects)

Symphony language

(Foundation subjects)

ELG3

GDS

A1

Exceeding

 

ELG2

 

EXS

A2

 

Expected

E1

E2

ELG1

WTS

B1

Emerging

BEL

B2

Below

 

PKS

 

 

 

Development Matters in the EYFS’ is used to track and assess pupils across our Pre-school and Reception years.  The ‘EYFS profile’ is used to make accurate judgements about each pupil’s attainment at the end of EYFS.

In Y1-6 PiXL tests and past SATs papers in Reading, Maths and GaPS take place periodically and gives teachers indicators of how well specific knowledge and skills have been retained and informs teachers of patterns and trends to tailor future curriculum planning and provision.

The tracking of foundation subjects is bespoke and moderated across other Trust schools. Bespoke materials are used for Phonics and Science.

Statutory assessments are completed at the end of EYFS, KS1 and KS2.  Phonics assessments are initially completed at the end of Year 1 and statutory times-tables tests introduced in Year 4.

 Attainment

EYFS:

The attainment of pupils in EYFS is assessed and tracked against the age-related criteria within “Development Matters”.  Observations and evidence are continually gathered to make recorded judgements at the end of the Autumn, Spring and Summer term.

Agreed age-related expectations for the BWT are:

 

Baseline

Autumn

Spring

Summer

Pre-school (final yr)

Secure

22-36mths

Beginning

30-50 mths

Within

30-50 mths

Secure

30-50 mths

Reception

Secure

 30-50mths

Beginning

40-60 mths

Within

40-60mths

Secure

40-60mths

 

During the final term of EYFS a summative assessment is made for pupils using the Early Learning Goal statement for each strand.  Pupils achieving at least the expected level in the prime areas of learning and in the specific areas of literacy and mathematics are reported as gaining a ‘Good Level of Development” (GLD)

 

Y1-6:

Teacher ‘point in time’ judgements of a pupil’s attainment are made at the end of each term. 

The schedule of diagnostic tests in Reading, Maths and GaPS are used by teachers and leaders to identify pupils who may be at risk of falling behind and so may require more focussed intervention.  The information from both tests and teacher assessment is used to inform pupil progress discussion and to quality assure accurate judgements are made.  Nationally comparable benchmarking including FFT and PiXL is used to check that individual pupils, cohorts and groups are on track to meet end of key stage predictions.

Teachers will refer to:

  • Observations
  • Discussions with the pupil
  • Performance and engagement in lessons
  • Pupil’s books
  • Marking and feedback
  • Curriculum coverage tracker
  • Impact of ‘Same Day Intervention’
  • Impact of targeted intervention
  • Reading records
  • Writing Indicators
  • QLAs
  • PiXL test outcomes and summary reports
  • Pupil trackers e.g. phonics, spelling, reading speed.
  • Accelerated Reader outcomes

 

Progress

 At PPS the monitoring of progress is represented using progress matrices, plotting the pupil’s current attainment from a chosen starting point (e.g. EYFS or KS1 outcomes).  We do not attempt to measure or quantify individual pupil progress other than at the end of KS2 using national progress measures.

‘Sustained progress’ follows a linear flightpath model.  This is where pupils at least maintain their flightpath, with targeted intervention for those working below to meet the standards of their peers.

The progress of pupils working below the year group’s curriculum will be monitored and evidenced in personal curriculum plans and/or Individual Education plans.  Within whole school data, the national curriculum year that the pupil can access will be denoted by the preceding figure e.g. 3B2.

The progress of gifted pupils working at a Greater Depth will also be monitored and evidenced on personal curriculum plans when accessing the curriculum of a higher year group.

 

 

Reliability and Validity

The reliability of any assessment is a measure of consistency.  It is understood that test marks can fluctuate on any given day, this is why PiXL test outcomes and SATs paper practises are just one of the many tools which teachers use to formulate their judgements. 

PiXL outcomes are used primarily to assess the cohort’s attainment.  Making comparisons with the PiXL cohort (for example 22890 pupils in the most recent Y6 assessments) makes the data more reliable.

Discussions are also important about the validity of any assessment.  Is it actually assessing the knowledge or skill it is intended to?

 

 

Predictions/WIG

 

WIG                       ‘Wildly Important Goal’

This figure is our reasonable ambitious goal.  It is set for each year group within the first term and represents the sum attainment of each pupil’s performance on their best day.    

 

Prediction           The predictions we make are our opinions of the cohort’s outcomes based upon evidence of assessment and a range of information gathering.

 

 

Reliability of predictions

Each term predictions are reviewed by classteachers about a pupil’s end of year outcome.

Senior leaders in consultation with teachers make predictions of cohort outcomes and end of keystage results.

 

Last year the end of keystage predictions were proved to be accurate and reliable.

 

We can ensure this reliability by:

  • A shared language of assessment across the BWT
  • Quality Assurance model including lesson observations, drop-ins and book walks.
  • Pupil Progress meetings
  • Shared formatted data points across the Trust
  • Internal moderation within and across year groups
  • Moderation across the Trust (including a high attaining primary school and another making substantial progress)
  • Moderation with local cluster schools
  • A trained county moderator (within PPS)
  • SATs Marker within the Trust.
  • An Executive Principal supporting and challenging the five primaries within BWT.
  • Director of Subjects supporting and quality assuring English and Maths within the Trust
  • Subject network meeting held termly (English, Maths, EYFS, PiXL, SEN  and Pupil premium
  • External visitors

    PiXL Associate

    DfE Advisor and Education Standards committee member at BWT.

     

Core Values