How we assess at Sacred Heart Primary School

We believe that accurate assessment using a range of approaches, is needed to inform us of how well the children are learning new skills and knowledge. It helps us to measure the rate of this progress. It is absolutely essential for teachers to be able to accurately plan the next sequences of learning; the next steps.

We believe that effective assessment provides information to improve teaching and learning, through effective assessment we can work to ensure that all children fulfil their full potential. Assessment takes many forms in both formative and summative assessment practises. Data and evidence collected from assessment is used by SLT to monitor children’s learning and ensure there is accountability for learning within our school.

At Sacred Heart we use the data tracking system - Sonar

In Sonar, Teachers record their judgements of pupils’ achievement against National Curriculum learning objectives in reading, writing and maths as they progress through the year.

Formative Assessment

We use formative assessment to:

• Value children’s work
• Gauge understanding
• Identify misconceptions
• Understand how far children have come in their learning
• Share what the next steps in learning are
• Inform lesson planning
• Provide formative assessment to support summative assessment and track progress

Formative assessment is the information gained during the learning process, types of formative assessment may be verbal feedback to individuals or groups, whole class interventions, marking of work after a lesson or peer and self-assessment.

Summative assessment

We collect data obtained through teacher assessment for Reading, Writing and Maths on a termly basis through our tracking system (outlined below). Teacher assessment is a judgement on an individual’s and class’ strengths from a collection of evidence of children’s work against an end of year expectation. This evidence includes information gained from Headstart tests, these are delivered 3 times a year, in the second half of each term. Results are given as standardised score and tests are analysed to inform next steps.

Assessment judgements are inputted into the Sonar tracking system each half term. These outcomes are shared with SLT at the end of a term at Pupil Progress Meetings to monitor progress of children and specific vulnerable groups. Staff prepare a report and action plan for the next term from the outcomes of the meeting. This includes interventions and deployment of staff to diminish the difference in learning. Outcomes are shared with parents at parent consultation evenings and in the End of Year report.

EYFS

In Reception we conduct the Reception Baseline Assessment on entry. This provides our teachers and leaders with the starting points of our children and allows us to peasure progress from Reception right through to Key Stage 2. Results are used to inform planning, set targets and aid early identification of special needs. From this point on children will be assessed regularly using the Early Years Foundation Stage Profile (EYFSP) to ensure that the next steps in learning are appropriately planned in order for children to make progress. The Early Years teachers use ongoing observations and assessments in the following areas for the 17 Early Learning Goals; 6 The prime areas of learning; Communication and Language, Physical Development, Personal, Social and Emotional Development. The specific areas of learning: Literacy, Mathematics, Understanding the World, Expressive Arts and Design. For each Early Learning Goal practitioners must judge whether a child is meeting the level of development expected at the end of the Reception year, exceeding it or if they have not yet reached this level. Data is also entered into Sonar regularly and monitored by the EYFS team. 

Moderation of assessment judgements

Moderation meetings are held in school and across our strong links with other schools in our area to support staff in standardisation of assessments. Staff in years which engage in statutory assessment attend Local Authority moderation events.