Assessment is the means by which the progress, skills and knowledge of pupils is monitored and tracked.’

We recognise the importance of assessment:

• To define each learner’s ability: what the child knows understands and can apply
• To gain as full an understanding as possible of each learner’s skills level
• To gain a full understanding of the progress made by each learner
• To gain an awareness of the steps needed to continue progress of both skills and knowledge and to help these steps occur
• To enable teaching staff to plan and deliver learning opportunities which will ensure progression for learners
• To gain an understanding of the efficacy of teaching strategies
• To ensure continuity and progression throughout the school
• To reveal children’s strengths and weaknesses
• To enable teachers to plan and deliver learning that is appropriately challenging to pupil’s attainment
• To communicate accurate information about the learner that is useful to teachers, pupils, parents, and other educational agencies
• To ensure early identification of children with SEN and those who are more able

The staff at Robsack Wood use a wide range of strategies for assessing children’s work.

These strategies include:

• Observation – watching the children on task
• Working with guided groups
• Listening to, questioning/discussions with the children
• Photographing
• Examining children’s written/recorded learning
• Marking children’s learning
• Target setting and attainment
• Assessment notes for future planning
• Assessment for learning marking – next steps
• Formal testing to assess children’s skills and knowledge against standardised levels

 

At the end of their Reception year, all learners are benchmarked against national early years foundation stages (EYFS) standards, to establish a baseline of progress that underpins their educational journey through our academy. 

The resulting EYFS profile is a report of your child’s development and achievement at the end of the Reception Year. There are three main objectives:

• To inform parents about their children’s development
• To ease the transition into key stage 1 (ks1)
• To help the Year 1 teachers plan for the year ahead to meet the needs of the entire class

The EYFS profile is broken down into specific areas of learning. The criteria of which are broken down into four age bands, called the Development Matters bands and within each band, there are separate achievement levels:

• Expected – your child is working at the level expected for their age
• Emerging – your child is working below the expected level

At the end of Reception, a child is considered to have a ‘good level of development’ if they have achieved at least the expected level in early learning goals in all aspects of personal, social and emotional development, physical development, communication and language, literacy and mathematics.

If your child is working below the expected level for their age, the Academy will focus on supporting him to catch up with his peers in ks1. If your child is considered to be exceeding the expected level at the end of Reception, their Year 1 teacher will ensure that they continue to be adequately challenged.

Each year we work with all pupils to engage them in informal assessments in English, maths and reading to help our expert teaching staff, parents and carers understand the next steps of their learning journey.

At the end of Year 1 the children will be assessed using the Phonics Screening Check. The Phonics Screening Check is a statutory assessment taken by children in Year 1 (typically aged 6) in all state-funded schools in England. Administered one-on-one by teachers every June, it confirms if students have learned phonic decoding to an age-appropriate standard. Any children who do not meet the expected standard will be given further support and will be tested again at the end of Year 2.

In the summer term of Year 4, our pupils will sit the Multiplication Tables Check (MTC). A secure knowledge of multiplication facts, up to and including the 12 times tables, are proven to set learners up with a strong basis for more advanced maths learning as they progress on their educational journey. 

At the end of Key Stage 2 (Year 6) all our pupils sit externally set assessments in English and maths. These standard assessment tests (SATS) take place in May and we will work with your child through the year to help them understand the process and achieve their personal best.