Assessment across at the Rawcliffe Schools
Our assessment system takes the form of pupils’ ‘Learning Journeys’ which contain the national curriculum outcomes for reading, writing, maths, science and religious education, from Year 1 to Year 6. Some of the ‘larger’ outcomes have been broken down into smaller steps.
Once pupils’ starting points have been established, these are used as a starting point in the Learning Journey.
These national curriculum outcomes will then be used to underpin the teacher’s planning in order to provide opportunities for learning.
Once the outcome/s has/have been achieved, it will be dated and the teacher will plan further opportunities for the learning to be applied in different contexts in order to develop ‘mastery’.
Each half term, the outcomes achieved will be counted and converted to a percentage, and written as a decimal. For example, a child in Y2 achieving 3 out of 20 outcomes will score 2. 15. It is then very clear that the child is working within Y2 outcomes but not yet fully secure. When they are next counted up, the child may be achieving 10 out of the 20 outcomes and will therefore score 2.50 – this will then indicate that they have made 0.35 progress.
If a pupil began the year not achieving any of that year group’s outcomes, the expectation would be that they would achieve all the outcomes by the end of the year (based on the end of key stage expectations determined by SATs). This would therefore be 1.0 (100% of the outcomes). Our aspiration is for our pupils to make better than expected progress, and so we have set the expectation of 1.2 across the year. Therefore, whatever a pupil’s starting points, we would expect them to add on at least 1.2 to their starting ‘score’ (taking prior attainment, as well as personal and family circumstances into account). Individual pupil targets will therefore be set accordingly.
Formative assessment will be ‘triangulated’ at the end of each term with independent tests (where an average score will be calculated) to ensure the system is robust and accurate.
Rigorous tracking of progress towards these outcomes ensures that no gaps are allowed to open up in any pupils' learning (we can support pupils with additional intervention when we identify progress as slowing in any particular area) and that pupils are clear about their 'next steps' in learning.
These national curriculum outcomes will then be used to underpin the teacher’s planning in order to provide opportunities for learning.
Once the outcome/s has/have been achieved, it will be dated and the teacher will plan further opportunities for the learning to be applied in different contexts in order to develop ‘mastery’.
Each half term, the outcomes achieved will be counted and converted to a percentage, and written as a decimal. For example, a child in Y2 achieving 3 out of 20 outcomes will score 2. 15. It is then very clear that the child is working within Y2 outcomes but not yet fully secure. When they are next counted up, the child may be achieving 10 out of the 20 outcomes and will therefore score 2.50 – this will then indicate that they have made 0.35 progress.
If a pupil began the year not achieving any of that year group’s outcomes, the expectation would be that they would achieve all the outcomes by the end of the year (based on the end of key stage expectations determined by SATs). This would therefore be 1.0 (100% of the outcomes). Our aspiration is for our pupils to make better than expected progress, and so we have set the expectation of 1.2 across the year. Therefore, whatever a pupil’s starting points, we would expect them to add on at least 1.2 to their starting ‘score’ (taking prior attainment, as well as personal and family circumstances into account). Individual pupil targets will therefore be set accordingly.
Formative assessment will be ‘triangulated’ at the end of each term with independent tests (where an average score will be calculated) to ensure the system is robust and accurate.
Rigorous tracking of progress towards these outcomes ensures that no gaps are allowed to open up in any pupils' learning (we can support pupils with additional intervention when we identify progress as slowing in any particular area) and that pupils are clear about their 'next steps' in learning.
