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Assessment

Assessment

Woodside Academy

Intent

 

At Woodside Academy, accurate assessment is key to the delivery and direction of the curriculum across all phases of the school.

It is our intention to ensure that by the end of each academic year, 80% of pupils within each year group to be assessed at working at the expected standard level for their year group and/or above (At+) in any subject area.

We strive as an academy to bring all our assessments and judgements inline with National expectations, if not above across the main core subjects, as well as to filter this through the wider curriculum subjects. In order to keep an eye on assessments and monitor, where any interventions may be needed, close analysis of data for Reading, Writing and Maths take place each half term with termly data drops and analysis across the wider curriculum subjects at the end of each term.

A key intention lastly lies within the continuous provision for on-going assessments through daily formative assessment (both oral and written) within lessons throughout the day, summative assessments through planned assessments (end of term assessments and preparations for SATS and other government assessments) as well as self and peer assessments carried out and built-in to daily lessons with children.

 

Implementation

  • All teachers are confident in the use of and assessment system ‘OTRACK’. Any new staff that join the school are shown how to use this system and support offered
  • To ensure that all groups are narrowing the gap in terms of attainment (SEN, EAL, PP, MA, etc.) – data fed back to SENCO half termly
  • EYFS data from Tapestry feeds through to the OTRACK system and the EYFS lead works with the assessment lead to analyse this data.
  • Baseline assessments carried out in EYFS in the first few weeks of children starting school in Reception and reported to the LA
  • Reading tests/assessments carried out for Years 1 – 5 termly through the Rising Stars PIRA assessment
  • Spelling and Grammar tests/assessments carried out for Years 1 – 5 termly through the Rising Stars GAPS assessment
  • Year 6 follow and implement termly practice SATS and use these are their termly assessments to help plan for the gaps needed to be covered in preparation for the National Assessments
  • Year 2 start to use SATS practice materials near the end of the Autumn Term to help children prepare and get used to the layout and format of the assessments
  • Maths termly assessments carried out from the Inspire Maths assessment resources, next academic year this to be through the White Rose Maths materials
  • Half termly analysis of the above Reading, Writing and Maths assessments by the Assessment Lead and analysis shared with the SLT and staff
  • Termly analysis for the Head Teacher’s Report to the Governors
  • Subject leads to analyse assessments from their subjects termly and feed this back to Assessment lead/SLT and to address any gaps
  • Pupil Progress meetings (PPM) to take place each term across year groups/key phases as led by a member of the SLT
  • Years 2 and 6 to sit National tests in Reading, Maths and GPS as well as Teacher Assessments in Writing – Year 2 to report results to the LA
  • Year 1 phonics screening test to be carried out in June of the Summer Term as well as children from Year 2 who need to retake the test
  • Year 4 National Times Table Assessment/test
  • Years Reception, Year 2 and Year 6 to take part in Moderation assessments from the LA every couple of years.
  • Annual pupil reports handed out to parents at the end of each academic year

Impact

Please refer to documents sent each half term/term to note the impact and therefore the progress of Assessments for Reading, Writing and Maths and set assessments (PIRA, GAPS and Inspire) sent each half term as well as data for the different groups (SEN, EAL, PP).

Notes each half term/term with interventions and year groups that require support are sent across.

 

 

Completed by Assessment Lead – Lauren Burton

 

                                                       11/05/2020

Assessment Policy 2020

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