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Chieveley Primary School

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Assessment

At Chieveley, we use a range of assessment tools to ensure that children make good progress and are given the help they need to access the broad curriculum we have on offer.

 

In the classroom, our teachers are always looking out for ways to help individuals or groups of children. We promote the use of traffic lights to help children understand how their learning has progressed, but also as a tool to help teachers quickly identify children who need support in a lesson. We use targeted intervention times to help children who have struggled in a lesson – we aim to close any gaps almost immediately, rather than letting them open wider. As a result, our planning and lessons are always led by the needs of the children.

 

We use end-of-term assessments to help us benchmark our children’s progress against their programme of study. This is done in all formal years – namely Years 1-6. The results of these assessments are used to inform interventions for the term ahead and help us to understand any individual, group or whole-class strengths and difficulties.

 

We administer the National Curriculum tests to pupils in Year 2 and 6. The results of these are reported to the DfE. Our Year 1 children are also required to take the phonics check. In Reception, we submit our end-of-year data.

 

In the foundation subjects such as art, history and geography, we use our own assessment model to ensure that children make good progress in a range of skills and knowledge bases. These are assessed at the end of each phase – EYFS, Y2, Y4 and Y6 – and this is achieved through a range of in-class activities, observations and the children’s self-assessment.

 

Please see below for an example of our assessment model – in this case, history.

 

Our intention is to present assessment – in any form – as a positive part of our everyday life. We aim to avoid anxiety around testing and help the children understand that assessment is just for finding their next steps in learning, not something to be feared. As a school that promotes  a growth mindset, we  use the language involved with this concept to help our children understand that assessment shows what they have yet to learn, rather than where they have 'failed'.

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