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Hinguar Community Primary School

Hinguar Community Primary School

Curriculum Assessment Statement

Curriculum and Assessment Overview

As part of the governments reforms to the national curriculum, the new National Curriculum was introduced in September 2014, which does not include levels for assessment. (Level 1- Level 5). Instead the new National Curriculum provides schools with programmes of study which set out end of year expectations for each year group, in the core subjects-English, Mathematics and Science and end of key stage expectations in the Foundation subjects.

The government has provided schools a timetable to roll out these curriculum and ‘assessment without levels’ reforms, which Hinguar is following.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/276634/Curriculum_and_testing_changes.PDF

The key focus of these reforms is to provide schools with greater opportunity to

  • Develop their own school’s curriculum relevant to their pupils, that includes the new National Curriculum
  • Develop their own on-going internal assessment system that enables the school to check what pupils have learned and whether they are on track to meet age-related expectations at the end of the key stages, and to report this to parents. (This is because there is no longer a prescribed national system for school’s ongoing assessment.)

Assessment Statement

(Our school statement needs to be read in conjunction with our Assessment, Marking and Feedback and Teaching and Learning policies)

Currently we are in a transition period, since the removal of National Curriculum Levels descriptors and the implementation of the New National Curriculum. As a school we are currently reviewing our recording and reporting of our on-going assessment system. This is because the setting out of end of year or end of Key Stage expectations within the NC programmes of study is a significant change as no longer is it relevant to report a pupil’s progress or attainment in levels or sub-levels, e.g.3b as this will no longer apply to the new national curriculum

Instead the new National Curriculum provides schools with programmes of study which set out end of year expectations for each year group, in the core subjects-English, Mathematics and Science and end of key stage expectations in the Foundation subjects.Therefore our school’s curriculum must now include a new assessment system which enables us to check what pupils have learned and whether they are on track to meet expectations at the end of their key stage, and to report this regularly to parents.

As the new curriculum is set out in year groups or end of Key Stage statements, describing what the teachers must teach and, more importantly, what children must learn. We will be using these statements to assess each child's progress against age-related expectations.

During this period of transition at Hinguar we will be developing our final response to these assessment changes focused on the two distinct types of assessment used by schools to assess a child’s learning. These are

Assessment for learning- these are the daily and on-going formative assessment strategies used to help to identify the next steps for a child to make progress in their daily learning and for future learning,e.g. next steps marking in  books, conferencing, observations, key questioning of a child’s understanding.

Assessment of learning- this is more associated with summative assessment judgements based on a child’s overall learning performance or attainment at the end of a unit of learning,e.g.tests, grades.

We will achieve this by

Day to Day Actions Throughout the Academic Year

Continuing to implement our on-going assessment system for learning linked to the new curriculum expectations. Assessing against identified age-related learning objectives integrated within our new curriculum learning units.

Day to day actions throughout the academic year

Sharing age-related learning objectives with pupils

Share learning objectives at the beginning of the lesson and, where appropriate, during the lesson in language that pupils can understand.
Use these objectives as the basis for questioning and feedback during plenaries.
Evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning.

Helping pupils to know and recognise the age-related standards they are aiming for

Show pupils’ work which has met criteria, with explanations of why.
Give pupils clear success criteria then relate it to the age-related learning objectives.
Model what it should look like. For example, teacher exemplifies good writing, provide working wall displays of pupils’ work which shows work-in-progress as well as finished product.

Involving pupils in peer- and self-assessment

Give pupils clear opportunities to talk about what they have learned, and what they have found difficult, using the age-related learning objectives as a focus.
Encourage pupils to work/discuss together, focusing on how to improve.
Ask pupils to explain the steps in their thinking. ‘How did you get that answer?’ for example.
Give time for pupils to reflect on their learning.
Identify with pupils the next steps in learning.

Providing feedback which leads to pupils recognising their next steps and how to take them

Value oral as well as written feedback.
Ensure feedback is constructive, identifying what the pupil has done well, what needs to be done to improve, and how to do it.
Identify the next steps for individuals and groups as appropriate.

Promoting confidence that every pupil can improve

Identify small steps to enable pupils to see their progress, thus building confidence and self-esteem.
Encourage pupils to explain their thinking and reasoning within a secure classroom ethos.

Involving both teacher and pupil in reviewing and reflecting on assessment information

Reflect with pupils on their work, e.g. teacher /pupil conferencing.
Choose appropriate tasks to provide quality assessment information (emphasis on process, not just the correct answer).
Provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties.
Adjust planning; evaluate effectiveness of task, resources, etc. as a result of assessment.

Moderation across year groups and phases of learning

Provide time for regular staff moderation of work linked to the new National Curriculum and age-related expectations
Provide time for KS1/KS2 staff to moderate progress and learning

Working in Partnership with Local Schools

The local authority and external agencies to moderate our assessments of learning to record and report a pupil’s progress and attainment against national curriculum age –related expectations.  

Inter-school collaboration and moderation.

To work in collaboration with other schools to share good practice and moderation of learning outcomes against age-related expectations linked to the new National Curriculum.

Work with Classroom Monitor (our assessment tracking provider)

To personalise our current tracking system to reflect our new curriculum units for each term. This is aimed to record and report a term’s curriculum unit’s age-related learning objectives so as to be able to track whether a child is making expected age-related progress within each learning topic unit each term and over time at the end of the year and Key Stage.

Utilisation of good practice resources

Investigate and trial a range of example materials provided by government or schools involved in the Assessment Innovation Fund project that link to age-related expectations to support the school’s development of its own assessment system.

Information workshops for parents

During the academic year a series of Assessment workshops will be held to share with parents the development of the school’s assessment system in reporting their child’s progress against age-related expectations. Feedback will be taken from parents to ensure that the school’s assessment information is meaningful and easily understood.

Parent/Pupil Conference Meetings

To show in practice how the school is developing its assessment system to report to parents their child’s progress and attainment against age-related expectations.Pupils will lead the meetings sharing what they do well and what they need to do better against age-related expectations. 

Annual reports

To provide a new annual report format that provides clear  information of a child’s progress and age-related attainment in the new curriculum.  
Pupils will continue to write their own comments on their learning and what they need to focus on in the coming year
Parents/cares will continue to be provided the opportunity to respond to their child’s achievements.

For further information about the New Curriculum and age-related expectations please download the Primary Curriculum document below.