How children’s attainment is assessed at Cannon Lane Primary School
|Reception||In the Reception class, children’s attainment and progress is assessed on an ongoing basis by the class teacher. An informal assessment on entry is carried out in the first few weeks of school to assess children’s starting point. This is informed by the Development Matters statements and identifies the age band or stage that pupils are working at. See www.foundationyears.org.uk. At the end of Reception Class, teachers assess whether children are Emerging (1), Expected (2) or Exceeding (3) the Early Learning Goals in 7 areas of learning. Further information can be found at: www.gov.uk/early-years-foundation-stage. Your child will receive an end of year report from school outlining these teacher assessments as well the different characteristics of learning.|
|Year 1||In Year 1 children are assessed throughout the year by the class teacher. This is moderated at least termly by the Assistant Headteacher, Deputy Headteacher and Headteacher. Children are assessed against National Curriculum Year Group expectations (working towards, expected or exceeding). All Year 1 children take part in the National Phonics Screening Check in June. These results are shared with parents at the end of the summer term. If children do not achieve the expected standard in the phonics check, they are required to re-sit this check in Year 2.|
|Year 2||Children are assessed throughout Year 2 by their class teacher as in Year 1. In the summer term (usually in May) all Year 2 children take part in national assessments in reading, writing, mathematics and spelling, punctuation and grammar. These assessments are marked by the class teacher and used to inform their teacher assessments. Children are assessed as ‘Working Towards’ expectations, ‘Working at’ expectations or working at ‘Greater Depth’*. 2016 was the first time assessments have been carried out in this way (no longer assessing children using national curriculum levels). Because this is the first year of the new assessments, the results will look very different from those of previous years, and should not be compared with them. Teacher assessments are shared with parents at the end of Year 2. Download ‘Information for Parents – 2016 National Curriculum Test Results at the End of Key Stage 1‘ for further information.|
|Years 3, 4 & 5||Children are not formally ‘tested’ in Years 3, 4 or 5. Children are assessed throughout the school year by the class teacher (again moderated by senior leaders in school). Children are assessed against National Curriculum Year Group expectations (working towards, expected or exceeding). Assessments are shared with parents at the end of the Autumn Term and Spring Term (Classroom Monitor snapshot). At the end of the school year, parents receive a school report which shares teachers’ assessments in each subject area.|
|Year 6||Children are assessed throughout Year 6 as they are in Years 3-5. At the end of Year 6, children take part in national assessment tests in reading, mathematics and spelling punctuation and grammar. Writing is assessed by teachers and regularly moderated by the Local Authority. At the end of the summer term, parents receive an annual report from the school which identifies children’s test results as well as teachers’ assessments. See also Information for Parents – 2016 NCT Results at the End of Key Stage 2|
* ‘Greater Depth’ explained
In Year 2, children may be assessed as working at ‘Greater Depth’ in Reading, Writing and Mathematics. In order for a child to be working at ‘Greater Depth’ they must meet all of the standards identified in the Interim Framework. Whereas in previous years this was a ‘best fit’ model, children are now required to demonstrate competence in each of the statements. As a result of this, far fewer children will be working at this level.
In Year 6, ‘Greater Depth’ is only assessed in writing. In order for a child to be working at ‘Greater Depth’ they must meet all of the standards identified in the Interim Frameworks. Whereas in years before this may have been a ‘best fit’ model, children are now required to demonstrate competence in each of the statements.