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Assessment

Assessment at Butts Primary School

 

End-of-year expectations for English and Mathematics: how does it work?

 

At Butts Primary School we have chosen to assess our pupils against age-related expectations. The key principles include:

 

  • Looking at the curriculum and agreeing the knowledge and skills pupils should achieve at the end of each year group,

  • Assigning grades or descriptors to each level of competency. These form the 'expectations',

  • The use of standardised termly tests to determine pupil attainment and progress throughout the year,

  • At the end of each term, teachers assess whether pupils have achieved the criteria for them to have met the expectations, and have therefore made sufficient progress from the start of the year.

 

 

Assigning grades

 

Teachers will identify pupil’s level of attainment against the knowledge and skills pupils should achieve at the end of each year group using the following descriptors:

 

Grade

Descriptor

Below

Below current year group expectations

Working towards Expected

Working towards but well below current year group expectations

Working at Expected

On the expected path to achieve the age-related expectations.

Working at Greater Depth

Exceptional in understanding the expectations from the higher year group

 

 

  • Pupils working below the age-related expectations will have the curriculum year they are have been assessed against plus the attributed grade.  For example, a Year 4 pupil may be reported as 'Expected Year 3’.

 

  • Pupils working beyond their year group are termed as ‘exceptional’.  These pupils may also appear on our ‘Able & Talented Register’ for the subject that they are excelling in.

 

 

Tracking attainment and progress

 

Throughout the school year, teachers assess pupils continuously. Questioning in lessons, observation of pupils, marking and feedback activities are some of the aspects of assessment that occur every day. These are important so that teachers can adapt future lessons to support the needs of their pupils.

 

We use an assessment tracking system to record and track current attainment and standardised tests to map progress. At set points in the school year, formal assessment activities will take place in order for teachers and senior leaders to discuss in- year progress and attainment. This also allows us to identify weaknesses, provide interventions and adapt the curriculum swiftly to address pupil needs.

 

End-of-year expectations for Foundation Subjects: how does it work?

 

At Butts Primary School we have taken the National Curriculum and developed ‘Progression Maps’ for the foundation subjects. (see http://www.butts.walsall.sch.uk/progression-maps/)

 

 

Reporting to parents

 

Pupils attainment and progress is reported formally to parents through an Autumn Term ‘Target Day’, a Spring Term ‘Parents Evening’ and through the Summer Term ‘End of Year Reports’.

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