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‘Unlocking Potential’

We believe in unlocking potential for all our pupils and staff. This underpins everything that we do.


Our beliefs:


At Barleyhurst Park we believe that effective and robust assessment is:


  • Integral to high quality teaching and learning.
  • Key to ensuring that our teaching is focussed on pupils' needs.
  • Vital to ensure that pupils make at least expected progress.
  • Integral to the process of teachers, parents and pupils planning the next steps in their learning.
  • Crucial for pupils to understand what they have achieved and to know what they need to do in order to improve.

Our beliefs alongside our robust system allows us to base our lesson plans on a detailed knowledge of each pupil.


Forms of assessment:


We recognise the importance of formative, summative and diagnostic assessment:


  • Formative assessment forms the largest base of our information and is gathered through teacher observation, AfL (Assessment for Learning), pupil/teacher discussion, verbal feedback during the lessons and regular marking in line with the whole school marking policy. Teachers adjust their plans and teaching strategies in response to on-going assessments.
  • Diagnostic assessment involves identifying gaps in pupils' knowledge and barriers to learning so that appropriate provision and interventions can be made.
  • Summative assessment involves making a judgement about a pupil’s attainment at a point in time in order to assess their performance.  We use end of Key Stage 1 tasks and tests in the summer term for pupils in Year 2 to support our teacher assessments.  When pupils are in Year 6, they take statutory Key Stage 2 SAT tests in May.


Tracking pupil progress:


At Barleyhurst Park we have a robust systematic approach to regular assessment; using Achievement Statements in line with the new curriculum the expectations within the standards have been increased:


  • The use of Achivement Statements have been adopted for reading, writing and maths to encompass the higher standards of expectation in the new National Curriculum) informs our teacher assessment in both English and maths.
  • Assessment of a pupil’s attainment is based on evidence from a variety of sources.  This enables us to make a secure judgement of what a pupil knows and is able to achieve regularly.
  • On a half termly basis teachers use the Achievement Statements to record their judgements on Compass (a computerised tracking system by Pupil Asset). This gives an outcome of pupils where the child is working in relation to age related expectations.
  • In school and external moderation takes place regularly in order to ensure the consistency and accuracy of our judgements.
  • In Foundation, assessments are based on observations of pupils'learning and development during child-initiated play.  During their first half-term of starting full-time in Foundation, a judgement is made on pupils’ attainment against Development Matters, observations and a variety of tasks. This attainment on-entry provides the baseline for evaluating pupils’ progress across the EYFS.  Each term the teacher assesses each pupil against all of the 17 areas of the Profile and against Development Matters.


Target setting:


We believe in setting high expectations for all our pupils, however this is an individual process and involves targets being set for each individual pupil based upon their prior attainment:


  • Achievement Statements are used in reading, writing and maths; these are displayed in each pupil’s book.  These are shared with the pupils and referred to regularly so that they know how they are progressing.
  • During the autumn term the Headteacher and School Improvement Partner set targets for English and Maths for the end of Key Stage 1 and Key Stage 2.  Fisher Family Trust data is also used to set end of Key Stage 2 targets based on a pupil’s attainment at Key Stage 1.  End of year targets are set in reading, writing, and maths for all pupils, based on prior attainment and expected levels.


Impact of assessment:


We believe that data needs to be purposeful and productive and therefore:

  • Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable or at particular risk of not making expected progress are suitably supported and challenged in their learning. The transition matrices support our analysis on a pupil by pupil basis.
  • Our data is used to inform parents of how well their child is progressing.  In the autumn and spring terms, we give parents a written mid-term report on their child’s progress, achievement and attitude to learning in the core subjects as well as holding Termly Learning Coversations with parents.  In the summer term parents receive an end-of-year report on their child’s progress and achievements during the year in all subjects.  We also provide parents with details of EYFS Profile scores, national test results and teacher assessments.
  • Our assessment is also used to celebrate success we celebrate pupils' progress and attainment across a broad and balanced curriculum, including sport, art, performance, behaviour and social and emotional development.