Assessment For Parents

The new National Curriculum was introduced in September 2014. As our curriculum and teaching and learning at Petersfield evolves, we continue to modify how we assess pupils at Petersfield.

Teaching Staff and Subject Leaders at Petersfield continue to work hard to ensure our children continue to have the all round education & learning experiences which we pride ourselves on, whilst meeting the demands of the new requirements.

Instrumental in this is Assessment. We strongly believe that assessment provides information to improve teaching and learning.

National Expectation is that pupils should be secure in their Age Related (Year groups) expectation by the end of the school year.

Progress through the expectations is defined as 'Emerging (beginning), Developing (working within), Secure'. This information is reported to parents throughout the year through Teacher consultation evenings and an annual report. It will detail if your child is below, at or above the National Age Related Expectations.

ARE Leaflets

Below are 7 leaflets which explain what the end of year Age Related Expectations (ARE) are for reading, writing and maths for each year group. As part of our creative curriculum, staff have collaborated and devised progression grids setting out the expectation of knowledge and skills across each of the foundation subjects. The foundation subjects are Religious Education (RE), science, art and design, computing, Design and Technology (DT), geography, history, Modern Foreign Languages (MFL), music, Physical Education (PE) and Personal, Social, Health Education and Citizenship (PSHE). These will be added to the website soon.

At Autumn term Teacher Consultations, during parent-teacher consultations, parents are offered a ten minute slot to discuss their child’s progress and attainment.

Teachers will record 'developing', 'usually', or 'almost always' against the expected learning behaviours:

Attendance will be identified as:

Pupil effort will be identified as ‘developing’, ‘good’ or ‘excellent’.

Next steps will be identified for reading, writing and maths.

Staff, pupils and parents will be asked to contribute to this record of pupil progress.

Additional key points from the discussions you have will be noted on the record and you will be asked to sign this. A copy will be sent home.

Progress

At the October parent-teacher Consultations, the report will indicate where pupils are on track to meet the ARE or where additional support is being provided. The Spring parent-teacher consultations and the summer report contain information about your child’s attainment and progress. Pupil progress is measured from the previous summer’s attainment of AREs and will be discussed with parents/carers at consultations.

Formal Assessments

Early Years: Teachers use a combination of the Early Years profile and the new baseline assessment to measure pupil progress. The profile will provide valuable information against the Early Learning Goals (ELGs) and the characteristics of their learning. Children are expected to achieve a Good Level of Development (GLD) by the end of the year, and this involves meeting expectations in personal, social and emotional development; communication & language, and physical development; as well as requirements in reading, writing & maths. As we were an early adopted school, from 2021, all children working at or above the GLD level will be graded as achieving GLD.

Year 1: Pupils have a Phonics Check during the Summer Term. This will indicate if children have met the required standard. Some children have the opportunity to retake this check in Year 2 if needed.

Year 4: Multiplication Check.

Year 6: Children will be formally tested and sit a number of papers covering grammar, punctuation and spelling; reading and comprehension and maths and problem solving.

Meeting the needs of all pupils

Where children are receiving support in addition to the ordinary available provision, support is planned and monitored through the school Provision Map which identifies the support being provided for all pupils.

This planned additional support can be discussed at parent-teacher consultations. Should additional time be required, please do see your child's class teacher informally at pick up or arrange an appointment.

Children with an Education and Health Care Plan (EHCP) and those requiring additional SEND support, i.e. accessing the support of outside agencies, benefit from the Assess, Plan, Do, Review (APDR) cycle in school.

During parent-teacher consultations, parents of pupils with SEND who are accessing additional support, will be allocated an additional slot to review the previous APDR and discuss the new APDR cycle.

Mrs Penrose (Assessment Lead & SENDCo) and the Senior Leadership Team (SLT) met regularly with classteachers to review the support in place through the class Provision Maps and APDRs.

Assessment Leaflets