Our Mission Statement:

"Learning Together"

Our Vision Statement:

"Join us in our journey to success and happiness - it all starts here"



Assessment

Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based on the premise that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve their goal (or close the gap in their knowledge).

Assessment for Learning – AFL

Assessment for learning (formative assessment) involves the children being involved in their own learning and is ongoing using the key performance indicators as a tool to steer planning and learning. The children share the learning intention and success criteria at the beginning of the lesson, which clearly advise the children on how to improve their learning by key focus points.  Pupils then review their learning by completing the success criteria at the end of each lesson.  This empowers the pupils to take action to improve their performance.  They need to be part of their learning to help them to plot their own progression.

Assessment of learning (summative assessment), involves judging pupils' performance against national standards (key performance indicators), to indicate how the children have progressed, evidenced through tests and teacher assessment.  Teachers often make these judgments at the end of a unit of work, Year or Key stage. An important aspect of assessment for learning is the use of summative data to support tracking and standards. 

DCPro is used to track progress made by the children.  The following criteria are used to assess the children focusing on the new curriculum areas and expectations.

Covered -  the work has been covered with additional support, however the child appears to not make progress (this is where intervention needs putting into place)

Emerging into the stage

Developing more strategies and starting to understand some mathematical concepts

Securing - developing a deeper understanding, but doesn't have sound knowledge of all the mathematical curriculum for their year group

Expected - the children have covered and understand 90% of the curriculum

Exceeding -  Children are 100% secure with the curriculum and are able to reason and apply their skills, they have mastered their stage

Target groups are identified and intervention is put into place for all groups of children.

Marking policy

Assessment policy

 

      


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