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Assessment

The new National Curriculum was introduced in September 2014.

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.

As well as the new Curriculum, the Government has changed the way schools report children’s progress. At Petersfield, in line with Government policy, we have moved away from levels. Teachers are now assess children against a set of expectations for the end of each year group. Staff use a variety of classroom methods to measure progress and attainment. Please read our Assessment policy (or summary leaflet) for more information.

Previously, we worked in levels and this information was reported to you at the end of each academic year. Specific levels were considered benchmarks for each year group e.g. at the end of Year 2, children were expected to be a 2b and at the end of year 6 National Expectation with a level 4b.

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, Developing, 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 each year group.

At Teacher Consultations, during Parents' Evenings, 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:

  • Understanding and follows the school rules
  • Manages and expressed his/her own feelings well
  • Listens attentively
  • Is not easily distracted
  • Works well independently
  • Works well with other children
  • Takes responsibility for personal learning
  • Tries his/her best
  • Keeps trying even when tasks are difficult
  • Presents work carefully
  • Uses previous knowledge when learning
  • Homework is completed to his/her ability

Attendance will be identified as:

Good: 96% and above
Poor: 92-95% - which impacts on learning
Unsatisfactory: less than 92% - which has a high impact on learning

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.

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.

Year 1: Pupils have a Phonics Check during the Summer Term. This will indicate if children have met the required standard.

Year 2 and 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

In line with the new Government provision for pupils with SEN, pupils who were formally Statemented (now an Education and Health Care Plan) and those who were School Action Plus - i.e. accessing the support of outside agencies - will continue to have Personalised Learning Plan (PLP) formally an Individual Education Plans (IEP). The needs of pupils who were formally ‘School Action’ are now planned and monitored through the school Provision Map which identifies the support being provided for all pupils with a need for this.

During the first half of the Autumn term, Mrs Penrose (Assessment Lead), Miss Smith (Special Educational Needs and Disability Coordinator - SENDCo) the Senior Leadership Team (SLT) met with all classteachers to draw up the School Provision Map which details the needs of all pupils. This planned additional support can be discussed at Teacher Consultation meetings. Should parents require more time to do this, they can see the class teacher informally on the playground or arrange an appointment through the school office.

During the Autumn term, parents of pupils who are accessing the support of external agencies to support their education will be invited to a separate PLP meeting to review the previous IEP and discuss the new PLP.

Assessment Leaflets
Information for parents: 2017 key stage 1 tests
Information for parents: 2017 key stage 2 tests

Latest News

13th Dec - Wow! The EYFS and KS1 Christmas Production Dress Rehearsal was stunning today. Lines, singing, dancing - what a performance from our younger pupils. Thanks to Mother Goose for enjoying this with us.

12th Dec - CANCELLED - it is with regret that we have cancelled tonight's Carols at Wimpole due to ice and sickness.

12th Dec - Thanks to Mrs Norie and our French club for their wonderful presentation in assembly.

11th Dec - Year 6 were delighted to be invited to the Methodist church to join in with rousing renditions of Christmas carols today.

12th Dec - Thanks to the Johnson Matthey team for analysising and presenting the results of the salt experiment in this afternoon's science session.

11th Dec - Thanks to our school staff and our local knight in shining armour (with his own snow shovel and energy!), school is open for learning and all the paths are clear.

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