How we assess
At Brooklands Primary School we use a range of assessment procedures to ensure the progress of each individual is tracked. This is achieved through summative (tests) and formative (on going assessment) assessments as an ongoing tool for teachers to inform their future planning.
Summative Assessment Procedures
- Year 2 (optional) and Year 6 - End of Key Stage Assessments
- Year 1 Phonics Assessment
- Year 4 Multiplication Check
- Reception Baseline Assessments
We use the Teacher Assessment Forms/ladders as part of our Summative assessment as well to calculate the stage at which an individual is working. These are the age related expectations:
For each Stage there are three possible expectations, stage developing, stage secure and next year ready.
For children who are mastering the curriculum for their year group, we endeavour to advance their depth and breadth of the subject area. This does not mean that children are given bigger numbers in maths or expected to write more in their writing sessions, but instead they are expected to apply their learning and understanding through different activities and outcomes. For example problem solving, writing instructions for methods, proving answers or applying skills within different writing purposes.
For children who are working below their age related steps, they will be working from a TAF/ladder that is appropriate for their ability.
Formative Assessment Procedures
- Reading Teacher Assessment Form
- Maths Teacher Assessment Form
- Writing Teacher Assessment Form
- Marking including Feedback Marking
- Assessment for Learning techniques e.g. exit cards, hinge questions, white board work, post-it notes.
- Planning annotations and ongoing teachers assessment
- End of Term age related NFER assessment for Gap Analysis purposes
Each term, SLT with class teachers meet for pupil progress meetings to discuss the formative assessments and plan for gaps and needs of individual children.
At regular points across the year, children take a NFER age related assessment. These assessments are used for Gap Analysis purposes and the information collected is collated against subject specific content areas. This information is then used to enhance the learning through prioritisation and personalised learning.
Using all of these assessment procedures means learning is tailored to the individual needs of each child.