- Admissions Policy 2017
- Admissions Policy 2018
- Appeals Timetable 2017
- Policies available as PDF document
- E-Safety Policy
- Complaints Policy
- Data Protection
- Attendance Policy
- Behaviour and Discipline Policy
- Child Protection Policy
- SEN and Inclusion Policy
- Charging and Remissions Policy
- Music Policy
- Assessment Policy
- Teaching and Learning Policy
- Equal Opportunities Policy
- Marking (through assessment for learning) Policy
Our school is a place that will be known for….
- Academic provision that recognises the need for excellence in teaching and learning.
- Holistic provision that encourages Christian hope; building spirit and soul through faith orientated pastoral care.
- Inspirational provision through a modern curriculum that celebrates diversity and provides new opportunities.
Aim: to use assessment to enable the school to set both achievable and challenging expectations.
Objectives – assess, collate, analyse, review:
1) To formatively assess children’s progress through an assessment for learning approach in all subjects.
2) To collate summative progress for Maths, English, S.T.E.M and RE.
3) To analyse results in order to inform future planning and interventions, and overall whole school strategic planning.
4) Review future provision
Fulfilling the Objectives:
1) Formative Assessment:
- Teachers are responsible for ensuring that pupils’ work is marked and that marking is done in line with the school’s Marking: Assessment For Learning policy. For Maths and English Teachers will also support pupils with working towards medium term targets by ensuring that these are written in the front of their books and dated when achieved. In EYP pupils targets are recorded each lesson and then helped to work towards these.
- Teachers are expected to annotate/highlight their weekly planning overview according to pupils’ success in meeting the lesson objectives:
green = successful, orange = partial understanding, red = hasn’t understood.
- Assessment grids relating to the HfL objectives in English and Maths are expected to be used by both teachers and learning support assistants on a daily basis so that evidence of progress can be collected frequently. Staff may also use post-it notes inorder to capture an observed moment of progress and include this as part of the pupil’s assessment profile.
- In RE teachers are expected to highlight and date the assessment criteria at the front of a pupil’s book when achieved – up to a maximum of three times.
2) Collating Summative progress:
- In Maths and English Teachers are expected to collate their observations termly, highlighting HfL objectives achieved according to the N.O.F.A.N approach: Never, Occasionally, Frequently, Always and Naturally. An objective is to be seen as achieved if a pupil is deemed to be frequently achieving the objective. The results of which are to be given to the Head Teacher for analysis. Those teachers delivering phonics are also responsible for ensuring that their phonic trackers are being kept up –to date
- In S.T.E.M teachers are to assess pupils’ termly progress against the IT assessment grids and the Math, Science and Design Technology N.C programmes of study. The results of which should be collated onto the cohort’s S.T.E.M profile and given to the S.T.E.M subject leader.
- In R.E teachers are to make best fit judgements as to the level of their pupils according to the amount of assessment criteria that has been highlighted. These levels should be handed to the RE subject leader in February & June of each year.
- Autumn and Spring reports* are to be completed by all teachers; reporting to parents on a pupil’s attendance, behaviour, contribution to the school community and the standard of their homework. These reports are to be supplemented by the PE coaches’ reports. * In EYP staff provide termly reports up-dating to parents on their children’s progress across the curriculum.
- Teachers are responsible for writing pupils’ annual reports in June of each year reporting on the progress that a pupil has made in each subject (except PE; provided by the PE coaches) and identifying what the next steps of development are.
- The Head Teacher is responsible for ensuring that the data is collated and inputted into SIMS ready for analysis.
3) Analysing Results:
- The Head Teacher will provide each class teacher with analysis reports for both English and Maths. These reports are expected to feed into the 1/2 termly Pupil Progress Review meetings. In addition the HT is responsible for reporting to the governing body on pupil progress and comparing school trends with national figures.
- The S.T.E.M and R.E subject leader will analyse the STEM profiles & RE Levels and advise teachers on how to adapt future planning.
- Class teachers are expected to review their provision in the light of the above analysis and adapt short and medium term plans and interventions accordingly.
- The S.M.T are to review the impact of whole school provision and in the light of this, governors feedback, parental and pupil voice review the present term’s SDP and write the next term’s.