Assessment at Mersey Park Primary School

Statutory Assessments

Reception Baseline Assessment

When children start Foundation 2, they complete a national reception baseline assessment within the first 6 weeks. The purpose of the assessment is to provide the starting point for a progress measure that will help parents understand how school supports their pupils to progress between reception and year 6. The RBA is a short, interactive and practical assessment of the child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with.

 

Phonics Screening Check

At the end of Year 1 the pupils complete a phonics check.

The phonics screening check is a check of your child’s phonics knowledge. It helps your school confirm whether your child is making the progress expected in the national curriculum.

The phonics screening check contains 40 words divided into two sections of 20 words. Both sections contain a mixture of real words and pseudo-words. Pseudo-words are words that are phonically decodable but are not actual words with an associated meaning. They are included in the check specifically to assess whether your child can decode a word using their phonics skills. All pseudo-words in the check are accompanied by a picture of an imaginary creature. Children are taught that when a word has a creature next to it, it is a pseudo-word. This ensures that they are not trying to match the pseudo-word to a word in their vocabulary. The check is designed to give teachers information on how each child is progressing in phonics. It will help to identify whether a child needs additional support at this stage so that they do not fall behind in this vital early reading skill.

 

Year 4 Multiplication Tables Check

At the end of year 4 the pupils complete a multiplication tables check.

The purpose of the check is to determine whether the child can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help school to identify if they may need additional support. It is an on-screen check consisting of 25 times table questions Children will be able to answer 3 practice questions before taking the actual check. They will then have 6 seconds to answer each question.

 

End of Key Stage 2 SATs

In year 6, at the end of key stage 2 (KS2) children will take national curriculum assessments in:

English grammar, punctuation and spelling

English reading

mathematics

The tests help measure the attainment of pupils in relation to the standards set out in the national curriculum, and help teachers and parents identify where pupils may need additional support in a certain subject area. The tests are also used to assess schools’ performance, and school-level results data is used to produce national and regional performance statistics.

 

Mersey Park Assessments

The teachers in school are continuously assessing children’s knowledge and understanding. They use this information to plan appropriate work for the children. They adapt their teaching to meet the needs of the children.

At the end of units of work, teachers assess the children with tests. Some of these are commercially produced tests and some are assessments we have created to match our curriculum.

In literacy, we use Little Wandle phonics checks in Foundation stage and key stage 1.

In reading, the children are assessed using NTS assessments at the end of each term in years 3, 4 and 5. In year 1 they are assessed through small group guided reading. The NTS assessment results are analysed to find areas that need further teaching. In year 2 and 6 the children use past SAT papers, which are also analysed.

In maths, the children complete number facts assessments as a baseline and then at the end of each term. They also complete a times tables assessment in year 2 to year 6. Pre and Post assessments are completed by all pupils prior to and at the end of each new maths topic. The children also complete end of term NTS maths assessments.

All of these assessments are analysed in order to inform future teaching.

In science and foundation subjects we have created assessments to match the key knowledge taught. They are closely matched to our knowledge organisers. Once completed, these assessments are analysed by subject leaders and any necessary actions are shared with all teachers.

Key questions are written on knowledge box cards for each classroom to keep knowledge up to date.

 

Our Principles of Assessment

Principle 1 – Staff development policy and strategy should include assessment

• All those involved in the assessment of students must be competent to undertake their roles and responsibilities.

Principle 2 – Assessment is at the heart of teaching and learning

• Assessment provides evidence to guide teaching and learning.
• Assessment provides the opportunity for students to demonstrate and review their progress.

Principle 3 – Assessment is fair

• Assessment is inclusive of all abilities.
• Assessment is free form bias towards factors that are not relevant to what the assessment intends to address.

Principle 4 – Assessment is honest

• Assessment outcomes are used in ways that minimise undesirable effects.
• Assessment outcomes are conveyed in open, honest and transparent ways to assist pupils with their learning.
• Assessment judgements are moderated by experienced professionals to ensure their accuracy.

Principle 5 – Assessment is ambitious

• Assessment places achievement in context against nationally standardised criteria and expected standards.
• Assessment embodies, through objective criteria, a pathway of progress and development for every child.
• Assessment objective set high expectations for learners.

Principle 6 – Assessment is appropriate

• The purpose of any assessment process should be clearly stated.
• Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information).
• Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
• Assessment should demand no more procedures of records that are practically required to allow pupils, their parents and teachers to plan future learning.

Principle 7- Assessment is consistent

• Judgements are formed according to common principles.
• The results are readily understandable by third parties.
• A school’s results are capable of comparison with other schools, both local and nationally.

Principle 8 – Assessment outcomes provide meaningful and understandable information for:

• Pupils in developing their learning.
• Parents in supporting children with their learning.
• Teachers in planning teaching and learning.
• Assessment must provide information that justifies the time spent.
• School leaders and governors in planning and allocating resources.
• Government and agents of government.

Principle 9 – Timely feedback that promotes learning and facilities improvement should be an integral part of the assessment process

• Students are entitled to feedback on submitted formative assessment tasks, and on summative tasks, where appropriate. The nature, extent and timing of feedback for each assessment task should be made clear to students in advance.