INTRODUCTION

• This document is a statement of the aims, principles and strategies for ASSESSMENT AND RECORD KEEPING at Cilffriw Primary School.

• It was written during the Summer Term of 1997 and updated in November 2003 and November 2006 through a process of consultation with teaching staff.

• This policy will be reviewed whenever necessary.

WHAT IS ASSESSMENT  and RECORD KEEPING

• ASSESSMENT is a series of procedures which assist in the interpretation and understanding of children's actions, talk, decision making and evaluation as they learn, as well as taking accounts of the products of their learning.  In order to achieve a dialogue with the children, we need procedures that enable us, as teachers, to understand children's interpretations of tasks – their views about what is expected of them, and their judgements about when they need help and when they have succeeded.  The way children receive and give help to each other is an important part of this.  Such assessment allows us, as teachers at Cilffriw Primary School, both to evaluate and to inform children's learning and our own practice.

• Assessment only makes sense if it is communicated and acted on.  We, as a teaching staff, agree that interpretation of achievement may vary from one teacher to another and, as a result, our judgements about individuals may demand different amounts and types of evidence (see policy for Special Educational Needs).

• Our definition of FORMATIVE ASSESSMENT includes children as assessors, as well as teachers.  We recognise the need for a partnership to exist between teachers, pupils and parents.

• We aim to establish a working relationship with parents by involving them in the assemblies and during festive and sporting activities.  The school regularly publishes newsletters, annually publishes a report by the Governing Body, and invites parents to attend the Annual General Meeting for Governors and Parents.  We also send home reading logs and reading books in all classes and provide homework on a regular basis at Key Stage 2, and whenever necessary at Key Stage 1.  Teacher/Parent interviews occur during the Spring Term, during which parents are encouraged to express their opinions.  The interviews may be viewed as the formal outcome of our established working relationship with parents.

• A first summative assessment is made during the first half term of a child's Reception year and known as Baseline Assessment.

• Teachers are again required to formally assess all pupils at the end of Key Stage 1 and 2 - Year 2 and Year 6.   These assessments are carefully moderated, recorded and submitted to the Welsh Assembly.  Pupils are placed at appropriate levels of attainment and parents are informed of the results.  These summative assessments have replaced the SATs in Welsh schools. 

• Monthly consultations are available to all parents who wish to discuss their child's progress.  These are less formal than the Annual Parents' Evenings.

• During May/June each year all pupils in Year 2 and KS2 undertake NFER tests in Reading and Mathematics.  The results are analysed by the L E A and pupils' progress is tracked.

• During Year 3 and again in Year 5, children take part in the CAT or Cognitive Attainment Task.  These are designed to assess pupils' preferred style of learning and also indicate a possible end of Key Stage 2 level of attainment.

• Teachers in KS2 administer end of topic assessments in Mathematics and Science.  Year 2 children are given a series of tasks in English, Maths and Science which then enables the teacher to formatively assess the child's level of achievement.

• Legally, records need to be updated once a year.

PORTFOLIOS

• Although there is no legal requirement to keep evidence of children's work, we are in agreement that pupil portfolios in the core subject should be kept.

• A school or End of Year Assessment Folder is kept by teachers in all classes (KS1 and KS2) from evidence collected in English, Mathematics and Science.

• We have agreed that the role of teachers is not to attempt to place work at a level.  It is their role however, to make as accurate an assessment as possible.

• As a staff we are in agreement that SUBJECT COORDINATORS should keep portfolios which contain samples of children's work from each year group.  The purpose of this evidence is to ensure continuity and progression throughout the school in each subject area.  It is not necessary for coordinators to place samples of work at specific levels of attainment.

Records of Achievement Files are kept for:

• Children's personal details

• Their achievements

• Their Annual Reports

All sensitive information is kept centrally in the Headteacher's Office.

EARLY YEARS

As a result of our IN SERVICE TRAINING we are aware that RECORD KEEPING and CURRICULUM PLANNING for the EARLY YEARS is different and should not be inextricably linked to the NATIONAL CURRICULUM.

ENTRY PROFILES are completed when pupils enter the Nursery and BASELINE ASSESSMENTS are completed when they commence full time education in the Reception class.

Baseline assessment is administered at the end of September, and is divided into 3 sections:

• Communications skills
• Numeracy skills
• Personal and Social

The children's achievements are recorded and the results are then sent to the Authority for collating.  They are then compared with all other schools within the Authority, and then a graph indicating where we stand within the County is returned to school.