Purpose of Assessment
‘There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.’
Department for education Final report of the Commission on Assessment without Levels September 2015.
Standard Attainment Tests (SATS)
Attainment levels are described as the following:
- Working towards the expected standard (WTS)
- Working at the expected standard (EXS)
- Working at greater depth within the expected standard (GDS)
Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements.
Progress
Every pupil’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use Sheffield STAT Online as our internal tracking system and it allows teachers to input and track pupil’s progress against the National Curriculum. This begins at Nursery, through to Year 6.
- Reception begin with an initial baseline assessment when the children start school.
- Year 1 continue from the end of Reception based on the ‘good level of development’ judgment given for each pupil.
- All year groups assess against the National Curriculum standards.
Assessment in EYFS
The Good Level of Development is the measure that helps to demonstrate the proportion of pupils who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in Maths and reading and writing (Literacy) at Reception level.
|
% of pupils who achieved a Good Level of Development |
|||||
|
St Richard Reynolds |
Richmond |
National |
|||
|
2017 |
2018 |
2017 |
2018 |
2017 |
2018 |
|
70% |
80% |
78% |
81% |
71% |
72% |
Assessment in KS1
‘The Phonics Screening Check is a short ‘light touch’ assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the pupils who need help and support with their reading skills. Pupils will retake if they did not reach the required level.’ (DFE 2011)
Check Results
|
Phonic Screening: % of pupils who achieved threshold in Year 1 |
||||||
|
% achieving threshold |
St Richard Reynolds |
Richmond |
National |
|||
|
2017 |
2018 |
2017 |
2018 |
2017 |
2018 |
|
|
97% |
100% |
78% |
81% |
71% |
72% |
|
KS1 Results 2017- 2018
Results are reported as a scaled score between 85 and 115, with 100 being the national expectation for a Year 2 pupil.
Summary of KS1 Attainment
|
KS1 |
||||||
|
% achieving national expectation and at greater depth |
St Richard Reynolds |
Richmond |
National |
|||
|
2017 |
2018 |
2017 |
2018 |
2017 |
2018 |
|
|
English Reading Expected |
83% |
80% |
83% |
84% |
76% |
76% |
|
English Reading Greater Depth |
20% |
30% |
36% |
40% |
25% |
26% |
|
English Writing Expected |
80% |
73% |
72% |
77% |
68% |
70% |
|
English Writing Greater Depth |
7% |
17% |
21% |
24% |
16% |
16% |
|
Maths Expected |
87% |
87% |
82% |
85% |
75% |
76% |
|
Maths Greater Depth |
0% |
17% |
28% |
33% |
21% |
22% |
|
RWM Expected * |
73% |
73% |
69% |
75% |
64% |
65% |
|
RWM Greater depth |
0% |
10% |
16% |
11% |
11% |
12% |
*Reading, writing and Maths
Assessment in KS2
Children are assessed through the year in all subjects and in May undertake statutory tests in Reading, Maths, Grammar, Punctuation and Spelling. The pupils are assessed throughout the year on writing. Currently no data is available for St Richard Reynolds. This will alter as the school will have a Year 6 class in 2019 – 2020.
School Performance Tables
DfE, School Performance Tables are published by the Secretary of State on the Department for Education’s website.
