Assessment Guidelines

 

Principles of Assessment at Mengham Junior School

Assessment at Mengham Junior School is at the heart of our teaching and learning. It allows meaningful tracking of pupils towards end of key stage expectations and assessment outcomes provide information for teachers, children, parents, school leaders and Governors. It helps us to ensure that our teaching is appropriate and that learners are making expected progress. All of our staff are regularly trained in our approach to assessment and we have a senior leader who is responsible for assessment.

Our approach to assessment

  • The main purpose of assessment in our school is to help teachers, parents and pupils plan their next steps in learning.
  • Assessment consists of questioning, observation, pupil conferencing, marking and testing.
  • We use the outcomes of assessment to check and support our teaching standards and help us improve.
  • Through working with other schools and using external tests and assessments, we compare our performance with that of other schools.
  • We assess pupils against assessment criteria, which are short, discrete, qualitative and concrete descriptions of what a pupil is expected to know and be able to do.
  • Assessment criteria are derived from our school curriculum, which is composed of the National Curriculum and our own design.
  • Assessment criteria set out what children are normally expected to have mastered by the end of each year.
  • The achievement of each pupil is assessed against all the relevant criteria at appropriate times of the school year.
  • For those pupils meeting and exceeding the expected standards, we provide more challenging work. 

Moderation

  • Assessment judgements are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable and valid.
  • Moderation of reading, writing and maths judgments each term within school.
  • Yearly validation of teacher assessments using Hampshire Inspector and Advisory Support team.
  • Moderation of writing judgments with Secondary Feeder School in the Summer term.
  • Moderation through the year of reading, writing and maths with cluster schools. 

Our use of assessment

  • Assessment feedback aims to inspire pupils and inform them of their next steps in learning.
  • Where possible it is done with children.
  • Our pupils are assessed against the learning question in each lesson.
  • Teachers use the outcomes of our assessments to summarise and analyse attainment and progress for their pupils and classes.
  • Teachers use this data to plan the learning for every pupil to ensure they meet or exceed expectations.
  • Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk in this school are making appropriate progress and that all pupils are suitably stretched.
  • The information from assessment is communicated to parents and pupils on a termly basis.
  • Parents and pupils receive rich profiles of what has been achieved and indications of what they need to do next.
  • We celebrate all achievements across a broad and balanced curriculum, including sport, art and performance, behaviour, and social and emotional development.

Cycle of Reporting and Recording

To parents

To School

To governors and Head Teacher

Each day at the end of the day where needed.

Individual meetings are recorded on Parent Contact sheet.

 

Pupil Parent conferencing in Autumn 2 and Spring 2. Children's contribution is added to PDL books.

SEN parents' evenings each term.

End of year reports Summer 2.

Evidence from assessment and work scrutiny kept by SLT.

 

Pupil progress half termly- data entered into SIMS each term. 

 

Pupil Progress reflection sheets kept alongside actions by SLT.

 

 

 

 

 

Head Teacher report to governors on progression and attainment- each half  term through Head Teacher report and through Curriculum Committee.

 

As a subject leader - termly with a written report to Governors or Head Teacher.

 

 

 

 



Mengham Junior School Marking Guidelines

At Mengham Junior School we ASPIRE to be: 
 
Successful learners, Confident individuals, Responsible members of our community 
Anything is possible when you believe in yourself…

Aspire.                       Believe.                          Achieve.

Aims

All marking should have a clear purpose for either the child or the teacher.

Purposes of marking

  • To inform the teacher of a child’s progress and needs for future planning.
  • To provide feedback to the child about current work.
  • To accelerate learning and challenge thinking.
  • To indicate achievement and identify the next steps in learning.
  • To demonstrate the value of a child’s work.
  • To allow for self-assessment where the child can recognise their difficulties and mistakes and encourage them to accept help/guidance from others.

Types of marking

  • All marking is completed using black ink.
  • Pink and green highlighters are used by the teacher or TA/HLTA. "Green for Great" indicates work whichhas achieved or surpassed the Learning Question."Pink for Think" is used when there is a need for further improvement.  This serves to stimulate discussion and encourage children to self-evaluate their work.
  • Marking may include a positive evaluative comment and a constructive statement on how to improve, indicating the next steps in learning. House Points are given for reward of effort and Learning Stars for achievement. 
  • A pupil conference may be used to further unpick barriers or provide intensive support. 
  • Scaffolding marking and use of questions are used on occasions to aid next steps where "Pink for Think" has been used. Discussion with a child is always considered the best option.

Children's role and responsibility

  • Children take ownership of what they need to do next based on the pink marking and are expected to improve work highlighted in pink. 
  • Children are expected to apply non negotiables in all lessons. 
  • Response time is built into the beginning of each lesson to enable children to respond to teacher marking. 
  • Time for self-reflection of pupils’ learning is built during each lesson, so that they are able to think about their learning.  This is evaluated against the lesson’s "Learning Question" and their "Steps for Success". In all books, children contribute to their evaluation by writing, I was successful because…and in English and foundation, show their success by underlining or finding examples.
  • Success criteria are used by the children as part of self assessment. Teachers acknowledge children's self assessment.
  • In English, children edit their own work with a red pen during the lesson.
  • Peer marking; children may, where appropriate mark another child’s work using post it notes. The teacher will always review this marking.
  • Children add GG (guided group) to each piece of work with the initials of who was leading the work and the focus of the group. Teaching assistants where relevant, annotate work using posit it notes.
  • High frequency words and taught spellings are corrected in all books with children rewriting the correct spelling 3 times.
  • Marking is encouraged to take place during the lesson with a child, which allows for immediate feedback. The use of the Learning Wall is useful in this regard. When a teacher or TA/HLTA has marked with a child, or talked to a child about their work, a “talk bubble” is added to the child’s work with a short description of the outcome.
  • Most work is marked before the next session of that subject. 

Frequency of marking

  • Our non-negotiables are addressed in each lesson.              Speach bubble with t.png
  • High frequency words and taught spellings are corrected in all books with children rewriting the correct spelling 3 times.
  • Marking is encouraged to take place during the lesson with a child, which allows for immediate feedback. The use of the Learning Wall is useful in this regard. When a teacher or TA/HLTA has marked with a child, or talked to a child about their work, a “talk bubble” is added to the child’s work with a short description of the outcome.
  • Most work is marked before the next session of that subject. 

English

  • All English books, including Guided reading are marked in depth twice a week. Teachers review and sign independent groups each day, not the guided groups. Spellings and non negotiables are tackled as part of the review. 

Maths

This is marked each day, where possible in the lesson in order that misconceptions can be discussed and challenge provided.

Foundation

  • In foundation, one group is marked each week in depth. Other groups are reviewed and signed.
  • Spellings and non negotiables are tackled as part of the review.
  • Home work books are marked each week by the teacher.
  • Extended Learning is acknowledged and celebrated.
  • Handwriting books are marked and signed in the lesson each week with the children (at the point of learning)   

Mengham Junior School Assessment, Recording and Reporting

Cycle of Assessment and Recording

Daily Weekly Pre unit assessment End of unit assessment Data Pupil conferencing SEN

Marking of books as per marking guidelines.

Assessment for learning within the lesson. 

Spelling and phonics test - with spelling patterns recorded.

 

Year 3 and 4 Phonics progression recorded where needed.

 

Times tables challenge recorded and on display.

 

Mental maths and arithmetic scores recorded.

 

Home work books marked.

 

Home reading checked and added to file.

 

Handwriting every 3 weeks recorded on display.

English

Writing- cold write.

 

Reading - pupil conferencing where needed.

 

Maths- Cold task and pupil conferencing where needed.

 

Science- pre unit mind map.

 

Teachers generate learning questions in all other curriculum areas with children.

 

Results are recorded as a Learning Journey for the unit.

 

 

English-

Writing - hot write; 3-4 pieces each term

 

Guided reading- end of year expectations.

 

Maths- INSPIRE.

 

Foundation- assessment sheets used.

Each half term:

Spelling test- Rising Stars

Grammar test- Rising Stars

 

Each term:

NFER reading Test

INSPIRE Maths

 

Teacher Assessment

Alongside tests.

 

Results are entered into SIMS.

 

Matrix Grids completed.

 

"Narrow the Gap" data analysed.

 

Half termly pupil progress.

In maths one child from each group for diagnostic testing.

 

1 to 1 or Groups of children following unaided writing.

 

1 to 1 or Groups of children in Guided Reading.

 

Information added to learning Journey.

Each term:

Specific interventions pre and post.

 

Pre and post nurture Boxhall Profile completed.

 

Termly Pre and post ELSA needs assessment.

 

All SEN information shared with HT and class teacher and entered into SIMS termly.

 

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