Using formative assessment to inform teaching and learning, and providing for the learning needs of all pupils

Formative assessment = assessment for learning

Typical methods of formative assessment include:

• ongoing assessment tasks
• targeted questions
• ongoing observations
• providing opportunities for pupils to make their learning visible
• discussion with all staff working with the pupils
• verbal and written feedback
• learning response sheets (e.g., exit tickets)
• peer and self assessment

Teachers can then use this evidence to:

• identify progress and gaps in learning (including individual support needs);
• set learning goals and success criteria; and
• provide feedback to pupils so that they know what their next steps are.

Using summative assessment to provide information to pupils, parents and teachers about overall performance at a specific point in their learning

Summative assessments occur at different intervals, such as at the end of a unit of work, once a term, or at the end of the year. The information it gives indicates pupil progress and achievement in the knowledge and skills in a particular area of learning, often in grade-related or numerical terms. Teachers use this information to inform the next steps in their planning or to highlight gaps in pupil knowledge and identify areas that they may need to re-emphasised. The assessment data may also identify where interventions will be required. The information gathered from summative assessment is used during pupil progress meetings and is also analysed at whole-school to help impact assess and evaluate the school’s effectiveness.

Summative assessments used will:

• take account of all the objectives or outcomes of the programme of study/topic;
• make use of several short assessments rather than the ‘big test’ at the end of the year;
• take account of formative assessments throughout the year, or at the very least in the last term;
• provide feedback on what learners did or did not do well;
• help pupils understand how well they have learned and understood a unit or topic taught over a period of time. It will also provide them with feedback of how they can improve; and
• provide teachers with insights into what pupils have and have not learned in order to adjust and refine their teaching.

Using national standardised summative assessment to provide information on how pupils are performing in relation to those nationally

Nationally standardised assessments are used to:

• provide information on how children are performing in comparison to children nationally;
• provide parents with information on how the school is performing in comparison to schools nationally; and
• enable teachers to have a clear understanding of national expectations and assess their own performance in the broader national context.

Nationally standardised summative assessment enables the school leadership team to benchmark the school’s performance against other schools locally and nationally, and make judgements about the school’s effectiveness. The government and OFSTED also make use of nationally standardised summative assessment to provide a starting point for Ofsted’s discussions, when making judgements about the school’s performance.

Statutory assessment (2022-23):

Documents:

Reception Baseline Assessment

Early years foundation stage profile  

Early years foundation stage (EYFS) statutory framework

New Development Matters: non statutory curriculum guidance for the early years foundation stage

Year 1 phonic screening check

Year 2 phonic screening re-check

2023 phonics screening check: administration guidance

End of Key Stage 1 assessment

Key Stage 1 203 Assessment and Reporting Arrangements (ARA)

Year 4 Multiplication Tables Check

Assessment framework for the year 4 multiplication tables check (MTC)

 End of Key Stage 2 assessment  

Key Stage 2 2023 Assessment and Reporting Arrangements (ARA)

Giving constructive feedback to pupils in a way that enable them to have an active role in identifying their own learning needs and how to make progress

Teachers will make reference to the Feedback and Marking Expectations document the

key principles of which are:

• Children have the right to have their work acknowledged, to be given feedback on their achievements and to be given advice for their future learning.
•   Feedback informs all participants in the learning process of the progress made and  feeds into the next cycle of planning for teaching and learning.
•   Regular marking keeps the teacher in tune with the individual needs and abilities within the class and helps to raise standards.

Developing pupil involvement in demonstrating their learning so that they can discuss their personal ambitions and achievements, and attitudes to learning

Teachers will ensure that personalised learning is at the heart of pupil self assessment. They will:

• Ensure that the children know what knowledge and skills they are acquiring/ learning.

• Ensure that the children develop the skills needed for reflection.

• Plan time for reflection throughout a lesson.

• Support children in making their learning explicit with activities that support this.

• Build in termly summative reflection meetings where children have the opportunity to discuss with the teacher their personal ambitions and achievements, and attitudes to learning.

Making summative assessment judgement for children who speak English as an additional language (EAL)

The school uses the DfE Proficiency in English Scale to make summative assessments of language acquisition.

It uses the NASSEA EAL Assessment Framework to track pupil progress, set appropriate targets and accelerate learning.

For EAL pupils in the early stages of language acquisition, the school has developed an ‘EAL learner profile’, so that his or her progress can be carefully monitored and intervention can be offered as needed.

Using diagnostic assessments to contribute to the early and accurate identification of children’s special education needs and any requirements for support and intervention

Diagnostic assessment normally takes place at the beginning of a learning programme. It involves the teacher (or SENCo) working closely with the pupil to identify their strengths and learning needs. Teachers identify the nature of a pupil’s learning difficulties and use this information to plan interventions to address the issues discovered.

Diagnostic tests used in the school include:

• British PictureVocabulary Scale (BPVS) – receptive vocabulary
• Phonological Assessment Battery (PhAB) – phonics and reading
• Rapid – dyslexia screening
• CoPs 4-8 - dyslexia
• LASS 8-11 – dyslexia
• WellComm – speech and language
• Sandwell Early Numeracy Test (SENT) – numeracy
• Beam Maths Diagnostic Assessments
• Emotional literacy – self awareness, social skills and empathy

Making summative assessment judgements for children with SEND working below National Curriculum tests and assessments

In addition to diagnostic assessments, the school’s assessment arrangements for children with SEND will consider progress relative to starting points and will take into account the nature of the pupils’ learning difficulties.   

https://www.gov.uk/government/publications/the-engagement-model

 This document is for teachers to use as an assessment tool for pupils in KS1 and KS2 working below the standard of national curriculum tests and assessments. These replace P scales 1-4.

The engagement model has 5 areas of engagement; these are:

• exploration

• realisation

• anticipation

• persistence

• initiation

If a pupil has special educational needs and their EYFS attainment against the EYFS profile has not been demonstrated at the end of this stage, the school will continue with an Early Years curriculum to support the pupil’s learning and development. In this case, the EYFS profile is used for assessment purposes in year 1.

P scales 5 to 8 have been replaced by the pre-key stage standards for KS1 and KS2.

https://www.gov.uk/government/publications/pre-key-stage-1-standards

Recording pupils skills, knowledge, abilities and achievements using consistent methods and approaches across the school

We ensure consistency in teacher assessment by:

• Using agreed details of assessment criteria and progress measures

• Moderating within year groups and phases termly

• Moderating with other schools

• Using standardised criteria for end of EYFS, KS1 and end of KS2 and strict adherence to the ARA documents

Using a systematic approach for informing parents of their child’s progress and giving advice on how to support learning at home

We inform parents of their child’s progress & attainment and make suggestions on how they can support learning at home by:

• Holding termly parent consultation meetings

• Meeting with parents outside of these meetings

• Providing general curriculum information and homework help on the school’s website

• Sending end of year reports to parents

Our end of year reports include:

• Details of achievements in all subjects and activities forming part of the school curriculum, highlighting strengths and areas for development

• Comments on general progress

• Arrangements for discussing the report with the pupil’s teacher

• The pupil’s attendance record (except where the pupil is in nursery or reception

• The results of nationally standardised assessments

Ensuring that all staff involved in the assessment process are up to date with assessment practices within the school

To support our teaching staff we:

• provide a copy of this policy and related policies to all new staff

• save this policy and related documents and resources to the staff network

• provide training updates for assessment practices, processes and software

• develop skills through collaborative expertise groups

• ensure that moderation groups are supported by leaders

• give constructive feedback (and support if necessary) when monitoring of assessment practices highlights development points