“I think the school has really tried to improve how much we know about how well our children are doing. The open evenings where we can come in and see the children’s target sheet, work etc has been the main way this has been achieved from our perspective.” Parent Questionnaire May 2015
Key Principles underpinning Assessment
These principles underpin our school’s Assessment policy on how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.
- It provides clear evidence of children’s progress across year groups;
- It provides accurate information on children’s progress and determine whether our assessment system is fit for purpose
We believe that:
- Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
- Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
- Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.
- Assessment in a church school will seek to ensure that the schools Christian values and ethos remain at the heart of the process.
Signed: Peter Barnard Headteacher
Signed: Dan Coney Chair of Governing Body
Date: 1st September 2017
For further details about how we assess pupils Reading, Writing and Maths, please click on the following document: Changes in assessment at FCCE
This has now been adapted and latest changes can be seen by clicking on the following document which explains how assessment will be reported from the end of this academic year: Changes to Assessment of pupils at FCCE October 2015
Latest Assessment presentation for parents (April 2016):
Please contact us or come and visit to find out more.