Ongoing assessments in all areas of learning

Assessments in all areas against the criteria on 3 and 4 year old development matters document are completed in the first half term of a child coming into nursery.   Children are plotted against ‘Mapping attainment grids’ in which children are either working above expectations, at expectations, targeted for expectations or below expectations.  The nursery team meet weekly to review progress and make appropriate amendments to these, one area at a time.  If a child is working below this, then the 0 to 3 year old development matters will be utilised in the first instance.

Throughout the foundation stage, the characteristics of effective learning are recognised and celebrated.  These support the judgements made and are reported on at the end of the year.

These assessments are supported by the individual observations, key group work, activities and objective led planning documents.  There is a record of the child’s working level in all areas.

There is an initial pupil progress meeting in Autumn 2 to set targets for the year, a further review pupil progress meeting in February and data is collated at these points and again at the end of the year.

Throughout each session, staff support children’s play and focus on children’s play.  There is a focus on prime areas for younger and less able children and specific areas for middle, older and more able children.  Judgements are moderated throughout the team each week.

Additional phonics assessments

Children’s phonetical understanding is monitored throughout the year.  In nursery, the focus is upon Phase 1, moving onto RWI for children as they move into school. 

The National Reception Baseline assessment

The National baseline assessment is completed within the first half term of children coming into term.  In-school baseline assessments will also supplement these to identify the baseline information for each child. 

Ongoing assessments in all areas of learning

Assessments in all areas against the reception year development matters document are completed in the first half term of a child coming into reception.  Children are plotted against ‘Mapping attainment grids’ in which children are either working above expectations, at expectations, targeted for expectations or below expectations.  The reception team meet weekly to review progress and make appropriate amendments to these, one area at a time.  The end of the year assessment also takes into account each child’s ability against the ‘Early Learning Goals’.  As a school we identify children who are just meeting ELGs as ELGc, those achieving well as ELGb and those who are entering into some Exceeding statements (but not all) as ELGa.

Throughout the foundation stage, the characteristics of effective learning are recognised and celebrated.  These support the judgements made and are reported on at the end of the year.

These assessments are supported by the individual observations, key group work, activities and objective led planning documents.  There is a record of the child’s working level in all areas.

There is an initial pupil progress meeting in Autumn 2 to set targets for the year, a further review pupil progress meeting in the first week in January, the first week after Easter and again at the end of the year.  Data is collated at these points and shared with Governors.

Objective led grids are utilised to identify a child’s development and next steps within reading, writing and maths.  These are moderated within the team each week.

Additional phonics assessments

Children’s phonetical understanding is assessed each half term and monitored throughout the year as it is recorded on the RWI progress and tracking documents.

Reading, Writing, Maths

There will be a transition meeting between previous teacher and new teacher.  At this point, the child’s targets for the year will be shared through a ‘Mapping Attainment Grid’ (MAG).  These identify the targets for each child in Reading, Writing and Maths.  Information about the child’s ability in phonics is also shared.

Ongoing assessments are continuous.  Staff keep a record of the child’s ability within lessons and through activities, set tasks and observations.  These give an overall picture of the child’s ability and performance.

There is an initial pupil progress meeting in Autumn 2 to confirm the targets for the year and support that may be required.  Further pupil progress meetings take place the first week after the end of term break ie; January, straight after Easter.`     

Half termly coverage assessment in Maths and ongoing comprehension and writing assessments.

Phonics

Half-termly phonics assessments are completed and recorded on the phonics RWI progress and tracking documents.  In addition to these, phonics screening checks are completed.  The phonics screening checks are monitored to ensure rapid progress towards the phonics screening check in June.  Any child falling behind will have additional phonics intervention.

Science

Science assessments are completed at the end of each term.  Each child has a Science book for Year 1, which is then retained for Year 2 to support with end of Year 2 SATs.  Their Science book forms the evidence for Science attainment.

History, Geography, Art, Design Techology, Music, PSHE, RE, Computing

Children’s work is assessed in relation to the achievement of the learning objective.  This will give an overview of whether the child is working within, above or below expectations for their age.  At the end of the year, this is used to make a judgement against the overall Year group assessment statement.

PE

Children’s performance and ability is recorded upon the PLG system.  The sports coach also uses this system to support the overall judgement.  At the end of the year, these assessments are used to make a judgement against the overall Year group assessment statement. 

Reading, Writing, Maths

There will be a transition meeting between previous teacher and new teacher.  At this point, the child’s targets for the year will be shared through a ‘Mapping Attainment Grid’ (MAG).  These identify the targets for each child in Reading, Writing and Maths.  Information about the child’s ability in phonics is also shared.

Ongoing assessments are continuous.  Staff keep a record of the child’s ability within lessons and through activities, set tasks and observations.  These give an overall picture of the child’s ability and performance.

There is an initial pupil progress meeting in Autumn 2 to confirm the targets for the year and support that may be required.  Further pupil progress meetings take place the first week after the end of term break ie; January, straight after Easter.`     

Half termly coverage assessment/SATs in Maths and ongoing comprehension and writing assessments.

SAT tests will be completed in June.  These are usually completed in small groups.  The results of the SATs support the overall teacher assessments.

Phonics

Half-termly phonics assessments are completed and recorded on the phonics RWI progress and tracking documents.  In addition to these, phonics screening checks are completed (for any children who have not achieved the phonics screening standard in year one).  The phonics screening checks are monitored to ensure rapid progress towards the phonics screening check in June.  Any child falling behind will have additional phonics intervention.

Science

Science assessments are completed at the end of each term.  Each child has a Science book for Year 2, which is then used alongside the Year 1  to support with end of Year 2 SATs.  Their Science book forms the evidence for Science attainment. 

SAT results are reported, using the evidence gained over KS1.

History, Geography, Art, Design Techology, Music, PSHE, RE, Computing

Children’s work is assessed in relation to the achievement of the learning objective.  This will give an overview of whether the child is working within, above or below expectations for their age.  At the end of the year, this is used to make a judgement against the overall Year group assessment statement.

PE

Children’s performance and ability is recorded upon the PLG system.  The sports coach also uses this system to support the overall judgement.  At the end of the year, these assessments are used to make a judgement against the overall Year group assessment statement. 

Additional information is gained to ensure that children who may be ‘vulnerable’ are making appropriate progress.  Often these groups of children may have additional support for their needs.  Their needs may mean they require reinforcement or they may be gifted and talented.  This is monitored to ensure the support is effective in helping a child to make good or accelerated progress.

All children are discussed during Pupil Progress meetings and any who may be classified as ‘vulnerable’ will have additional consideration.  There are a range of additional assessments which may be accessed to support individual needs.

Special Education Needs and Disabilities

Children who are on the school SEND register have been identified by staff or external professionals as requiring extra support with their learning.  

Children who have Additional School level support require an Individual Education Plan.  These are written and reviewed on a termly basis. 

Children who have Additional Family level support or Higher level needs support have a provision map identifying their provision and needs.  These are written and reviewed on a termly basis.

Pupil Premium Pupils

William Lilley has a detailed Pupil Premium strategy which is linked directly to the School Improvement plan.  Children who are eligible for pupil premium are identified at the point of entry or through the parents’ identification throughout the year. 

Special consideration is given to the individual needs of children who may be registered as Pupil Premium.  All children receive a ‘ready for school pack’ with vouchers to support with extra curricular activities, clothing and resources.  Careful consideration is given to ensure any ‘general TA’ time is utilised for the any pupil premium children who require catch-up and strategies are adopted throughout the school for this need.  For example, speech and language programs (talk to learn), parent learning, reading volunteers etc.

English as an Additional Language (EAL)

All children are identified as EAL upon entry.  

Any child with EAL has a completed assessment which identifies specific next steps for their language development.  Consideration is given to specific EAL needs in class.

Additional interventions

There are many interventions which are completed at William Lilley to support the progress and development of each and every child.  These include:

• Ongoing daily incidental interventions which happen all the time every day.  Staff are highly alert to every learning opportunity for every child.
• Guided focus group work happens every day in each year group.  These are in-class sessions which are targeted to specific group need and may include activities such as guided reading, focus writing session, focus maths sessions, focus communication activity for a group
• Specific intervention. These are completed when a child needs support which is additional to and different from the whole class and may be as part of a group or individually.  Intervention records are completed and monitored for these sessions to ensure the intervention is effective.

Other vulnerable Groups

There may be a specific group of children who are identified as ‘vulnerable’ each year.  This may include a group of children who are underachieving their potential.  If this is the case, these children will be highlighted for individual support and intervention.