Charville Primary School - Assessment

At Charville Primary School we believe assessment is fundamental to extending and challenging the children’s learning appropriately.  It is an integral part of the daily learning and is used to inform class planning, children’s next steps, resources, support, whole school objectives and training. Our assessment model enables class teachers to measure whether pupils are on track to meet end of year expectations. It enables class teachers to pinpoint the aspects of the curriculum in which pupils are falling behind and recognise areas that they are performing well.

Charville uses milestones for assessment which have been developed by Chris Quigley Education. The milestones are key statements which enable us to assess current attainment and progress against the end of year expectations. They are important objectives and are to be used alongside the national curriculum.

Milestones Assessments
Each term, during assessment week, the milestones are used to assess pupils’ progress in Reading, Writing, Maths and Science. Teacher judgements are based upon a range of evidence.

Our assessment and reporting system includes:
  • Ongoing assessment by the class teacher throughout each lesson, through questioning, observation, dialogue and marking.
  • Independent assessment tasks.
  • Children knowing what they are being asked to learn and more importantly, why.
  • Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria.
  • Three way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback.
  • Regular pupils’ work scrutiny.
This information can be used to monitor progress of individual pupils, groups and cohorts against national expectations and to identify target groups. This information also enables the detailed tracking of individual pupils’ progress towards predicted end of Key Stage 1 and 2 achievements and allow for early intervention against pupils who are not making expected progress.

Milestones materials are used in Years 1 to 6 to inform future planning and allow teachers to pin point areas of strength and weakness in their classes. It also supports teachers when reporting pupil progress to parents.

At the end of Key Stage 1, Year 2 to carry out SATs papers in Maths, Reading, English Grammar, Punctuation and Spelling. Teacher Assessments are also be made in each of these areas as well as Writing and Science.

At the end of Key Stage 2, Year 6 to carry out SATs papers in Maths, Reading, English Grammar, Punctuation and Spelling. Teacher Assessments are also be made in each of these areas and Writing and Science.

Tracking progress over time
We use milestones to track pupils' progress over time, against age-related expectations in each subject area:  
  • Developing
  • Achieving, reflecting that age-related objectives have been achieved
  • Exceeding, showing that age-related objectives have been achieved and the child is working at a deeper level of understanding and application
More able children
For children who have securely met the end of year objectives they will be assessed as exceeding for their age group.  Rather than moving onto the next year’s curriculum these children will work on mastering their knowledge through the application of skills in different contexts – they will be deepening their learning.

The depth and application of a child’s learning is an important marker of their achievement and progress.

Early Years - Nursery & Reception
Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities to support their learning.  Adults complete regular observations of the children in their everyday activities to celebrate the progress that the children are making and identify any points for development.
Each child’s level of development is assessed against the early learning goals.  Staff record whether the children have met each Early Learning Goal.
  • Emerging, not yet reaching expected levels of development for age
  • Expected
  • Exceeding, beyond expected levels of development for age
  • This information is shared with parents and with Year 1 teachers in preparation for the following year.
On entry to the school children will be assessed to gain a baseline, the results from which will be used to inform planning, set targets and aid early identification of special needs. Children will be assessed regularly throughout Early Years to ensure that the next steps in learning are appropriately planned in order to help children make progress.