Assessment of the curriculum is a key aspect of how we ensure all children make the best possible progress. We aim for all children to know more, do more and remember more.
Lesson Observation: Teachers link back to pupils’ prior learning and reinforce key ideas, they use open-ended questioning to check understanding and adjust planning to pitch work appropriately etc.
Pupil discussions: There are regular opportunities for senior leaders, subject leaders and class teachers to evaluate the impact of the curriculum in terms of pupils building on prior learning, retaining key ideas, skills and concepts, making use of feedback and recognising next steps. Pupils also identify improving learning behaviours.
Work Scrutiny: Senior leaders and subject leaders have regular opportunities to check for consistency of provision across the curriculum, implementation of policies on marking and feedback, pitch of work and opportunities for independent work.
Subject Reviews: Our school often organises subject reviews within the school and including external parties in order to look at delivery of a subject across the school. These reviews prioritise identifying whether sequencing is effective, to check for ‘gaps’ and for teachers’ subject knowledge (and CPD implications), as well as identifying and sharing particularly good practice.
Progress Meetings: There are regular discussions between senior leaders and class teachers to review pupil progress and curriculum implementation, identify pupils in danger of falling behind, identify professional development priorities. From these, clear actions are identified and implemented to ensure all children make the best possible progress.
Recording and analysing attainment and progress: Detailed records are maintained of pupils’ performance in key areas such as phonics , early reading and mathematics and termly judgements of attainment in core subjects relative to national expectations. Analysis provides an overview of performance including year groups/classes requiring more support and variation in progress of different groups of pupils.
Internal and external moderation: There are regular opportunities for teachers to share judgements of current performance and next steps both across year groups within school and with colleagues in other local schools. This draws on the expertise of colleagues in school who have operated as external moderators for both the local learning partnership and the Local Authority.
Identification of and support for pupils requiring additional support: Ongoing systems identify children needing to make accelerated progress, particularly those most affected by the periods of lockdown. Monitoring strategies are also used to evaluate the effectiveness of provision.
Transition arrangements: Internal transition meetings are held to pass on key information to the next teacher and to minimise any disruption to progress. There are well-established systems developed with the feeder secondary schools to provide key assessment information. More detailed records are made available for all SEND pupils and other vulnerable pupils.
Reporting to parents: We hold parents’ evenings in the autumn and spring terms and annual reports in summer. Efforts are made to cover not only academic performance but also progress made in learning behaviours.
Reporting to governors: Termly judgement summaries, as well as key findings from analysis, are made available to governors as well as significant issues identified by other assessment activities. These inform school improvement priorities.
The role of the teacher
The role of the subject leader
The role of the Senior Leadership Team
Unfortunately not the ones with chocolate chips.
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