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Assessment

Overview

The arrangements for assessment in each subject has been considered and seeks to ascertain the standards achieved by all children and to articulate the areas of strength and weakness in each subject. We call this assessment of attainment and assessment for diagnostics. See below.

 

Careful consideration has been given to balancing the need for assessment work to be carried out with the need to keep teachers’ and leaders’ workload very manageable and purposeful. You can find out more about how we manage workload here.

 

Assessment of attainment

 

Assessment for diagnostics

What are standards like in this subject?

 

What are the areas of strength & weakness in this subject?

 

Age-related content

 

Age-related skills

 

Acquisition of content

 

Acquisition of skills

“How many children are keeping up with demands of the curriculum content?”

(All children)

 

“How many children are keeping up with age-related expectations for skills development?” (All children)

 

“What is the relative strength of children's performance in each unit?” (Sampled children)

 

 

 

“What is the relative strength of children's performance in each skill?” (Sampled children)

 

 

Assessment activities

In the assessment of attainment of all subjects, a wide range of evidence is considered and informs teacher assessment.  Where standardised testing is available, in English and maths, this evidence is prioritised.

 

Assessment outcomes

 

Assessment of attainment

If the assessment of attainment in both content and skills acquisition are both “yes” then the child is judged to be working at age-related expectations (ARE). Where children are judged to be below expected levels, each subject provides clear guidance as to how extra support (or challenge) can be provided in order to access the content and skills within that subject. This guidance can be read within the subject guidance. Information on SEND at Huntingtree can be found here.

 

Assessment for diagnostics

Information on relative strengths and weaknesses in the teaching of units/content is gathered. From this information, patterns can be identified and subject leader support can be focused.

 

Resultant actions from assessment

 

Actions following assessment of attainment

  1. At ARE/Not at ARE entered into INSIGHT by assess. lead
  2. Subject leaders analyse data and present assessment report to SLT in November, February and July
  3. Response seen in subsequent medium term planning

 

Actions following assessment for diagnostics

  1. Targeted training and/or support for staff by subject leaders
  2. Targeted resourcing by subject leaders
  3. Seven reports by subject leaders to SLT (Sept/Oct/Nov/Jan/Feb/May/July) and governors (Dec)

 

 

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