Assessment

Accurate and informed assessment provides valuable information that enables teachers to plan learning that is appropriately matched to the needs of every child. Assessment is a continuous process through which teachers build a detailed understanding of pupils’ knowledge, skills, capabilities and achievements. We use this information to identify where pupils are in their learning, what they have mastered and what they need to learn next.

At Danetree Primary School and Nursery, we use BromCom, our bespoke online tracking system, alongside teacher assessment, formative assessment and statutory assessment information. Assessment information is used thoughtfully to identify strengths, gaps and priorities at individual, group, year-group and whole-school level.

Our assessment approach is designed to support high-quality teaching, curriculum implementation and improved outcomes for all pupils.

Formal and statutory assessment

We use the following formal assessment points to measure pupils' attainment against national expectations and, where applicable, national data:

• End of EYFS

  • Percentage of pupils achieving a Good Level of Development (GLD).

• Year 1 Phonics Screening Check

  • Percentage of pupils meeting the required standard.

• Year 4 Multiplication Tables Check

  • Pupils' attainment in the statutory multiplication tables assessment.

• End of Key Stage 2

  • Percentage of pupils achieving the expected standard in:
    • Reading
    • Grammar, punctuation and spelling
    • Mathematics
  • Teacher assessment in:
    • Writing
    • Science

These assessments provide important measures of attainment. However, they form only one part of our wider assessment approach.

Formative and summative assessment

We recognise two complementary purposes of assessment.

Assessment for Learning is an ongoing process that informs teaching and learning. Through questioning, discussion, observation, retrieval, checking for understanding, feedback and the analysis of pupils' work, teachers identify what pupils know, understand and can do. This enables teachers to adapt teaching, address misconceptions, provide appropriate scaffolding and identify the next steps in learning.

Assessment of Learning provides a measure of what pupils have learned and retained at particular points in time. It enables teachers and leaders to evaluate pupils' attainment against curriculum expectations and, where appropriate, national standards. This information supports the identification of pupils who may be at risk of underachievement and informs future planning and intervention.

Teachers use ongoing formative assessment alongside termly summative assessment, including GLF and CUSP reading assessments where appropriate, to evaluate pupils' progress and attainment in reading, writing and mathematics.

Our assessment system focuses on curriculum content and the extent to which pupils have mastered the knowledge and skills they have been taught. Assessment information is used to inform subsequent teaching rather than simply to record performance.

The purpose of assessment

The aims and objectives of assessment at Danetree are to:

• enable pupils to demonstrate what they know, understand and can do;
• identify pupils' strengths, misconceptions and areas for development;
• help pupils understand what they need to do next to improve;
• enable teachers to plan and adapt teaching to meet the needs of all pupils;
• identify pupils who require additional support, challenge or intervention;
• ensure that disadvantaged pupils, pupils with SEND, pupils with EAL and other groups are appropriately identified and supported;
• provide reliable information to parents and carers about their child's attainment, progress and next steps;
• enable school leaders to evaluate the effectiveness of teaching, curriculum implementation and interventions;
• provide governors with meaningful information about the school's performance and priorities;
• inform school improvement planning and the allocation of resources.

Assessment and pupil ownership

Assessment is most effective when pupils understand what they are learning and how they can improve. We therefore provide opportunities for pupils to reflect on their learning, recognise their strengths and identify their next steps.

Through effective questioning, feedback, discussion and reflection, pupils are encouraged to become increasingly responsible for their own learning. Assessment should develop pupils' confidence and motivation by making the learning process and the route to improvement clear.

What does effective assessment look like?

• is closely linked to the curriculum and the knowledge and skills pupils are expected to master;
• improves teaching and learning rather than creating unnecessary workload;
• identifies what pupils know, understand and can do;
• identifies misconceptions and gaps in learning;
• enables teachers to adapt teaching responsively;
• actively involves pupils in understanding and improving their learning;
• provides timely and meaningful feedback;
• recognises and responds to the diverse linguistic, cultural and individual needs of our pupils;
• supports effective curriculum planning;
• identifies pupils at risk of underachievement at the earliest opportunity;
• informs targeted intervention and additional support;
• provides leaders with reliable information about patterns and trends in attainment;
• enables the school to evaluate the impact of teaching, curriculum and intervention;
• provides parents and carers with meaningful information about their child's learning;
• supports evaluation of performance over time and, where appropriate, comparison with national standards.

Our assessment principle

Assessment at Danetree is not about collecting data for its own sake. It is about knowing our pupils, understanding what they have learned, identifying what they need to learn next and using that information to improve teaching.

This ensures that assessment remains a tool for improvement, supporting our ambition for every child to Inspire, Nurture and Succeed Together.