How we assess our children
At Gray's Farm Primary Academy all children are assessed at regular intervals throughout the year to ensure consistent and accurate recording and monitoring of their levels. They are assessed in reading, writing and maths, which allows the children to understand where they are currently, how they have progressed, and crucially what they need to do to improve.
How do we assess reading?
In both Key Stage One and Key Stage Two we assess reading through our Guided Reading sessions, which happen on a daily basis. Objectives are set for the children to achieve based on their prior assessments on Target Tracker. The teacher will then make notes and ask questions around this objective, these notes and teacher knowledge will help inform our assessment. In both Key Stages there are formal reading assessments which are completed each half term.
Alongside this, in Key Stage Two, at the beginning of each term the children will read a passage of text and record this for both the child and the teacher to hear on an iPad. The teacher will then view this recording and set targets for the child to achieve that term. The child will then record themselves reading the same passage again at the end of the term, this information helps to inform the overall teacher assessment.
In Key Stage Two we also use Accelerated Reader to help with our assessments of reading. The children read their Accelerated Reader books both at home and in school. The children will then complete a quiz in school. These quizzes provide us with data, such as the children’s reading age and information about their knowledge and understanding of a text. All of these things combined provide us with enough information to make an accurate teacher assessment.
How do we assess writing?
Writing is assessed based around objectives on Target Tracker. The teachers plan for the children around key objectives. Then, across each term, these objectives are assessed on Target Tracker. The teacher will look at a wide selection of writing in both the child’s English and Topic books to inform their overall judgement.
For additional assessments we complete hot and cold pieces of writing. At the beginning of a new unit of work the children will complete a cold write. The children are given a short stimulus for writing and then will write completely independently for up to forty minutes. The teacher will then set a target/targets for the child to achieve over the unit. This target will be displayed at the front of the child’s book for them to refer to over the course of the unit. At the end of the unit the child will complete a hot write and the target will be assessed, again this will inform the overall teacher assessment.
How do we assess maths?
MyMathsMind - All children have 5-10minutes once a week to assess fluency and quick recall of skills taught the previous week. These activities are adapted to suit each class and ability. Analysis of these assessments is then used to inform future planning and interventions.
Assessment Week: Children will complete a test paper (or task) which provides an accurate indication (alongside teacher assessment) of whether they are working at the expected level, above or below. These tests involve arithmetic and reasoning questions specific to the National Curriculum expectations for each year group.
Key Facts Test: In KS1 this is a 5minute recall test of addition and subtraction number bonds and multiplication questions (involving 2’s, 5’s and 10’s times tables). In KS2, this is a 5minute recall test of multiplication and division facts up to 12 x 12. These tests are completed once a week and progress is monitored.
Passports: These are specific to each child and build on number fluency, speed and inverse. They start from number bonds and simple multiplication and get progressively harder as they move through the countries and continents. Children are expected to show that they have met their targets at least three times in class, before being sent to Passport Control to be assessed. When successful, they are presented with a certificate, badge and a new set of targets.
Results from the FFF and assessment week tests are recorded formally and are used for the individual, class and year group analysis of pupil progress. These are discussed at half-termly pupil progress meetings, where any children causing concern are raised in discussion and actions decided. It is also expected that all teachers use this information to generate discussions with the children to identify new targets.