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Assessment

Meadlands Assessment

 

The aim of the National Curriculum is for children to become deeply secure in the learning objectives of their year group as opposed to racing through sets of grades and levels. At Meadlands we have embedded this practice with a rigorous and robust assessment procedure.

Senior Leaders work closely with Class Teachers to review the progress and attainment of all our pupils. We have high expectations of our children and set ambitious end of year targets. Throughout the year we work hard to identify children who are not progressing as expected or indeed who may need further challenge, from which we set highly personalised learning maps to keep them on track.

For some of our children who have additional needs they may be working with different milestones to their peer group. These children are often supported by a Learning Support Assistant and guided by our SENCo. For our higher achieving children the objective is that they will work with deeper understanding of the targets for their chronological year group. Only very occasionally will a more able child be set work outside of their class curriculum. We are pleased to announce we have appointed a Challenge Co-ordinator, Sarah Taunton, for the forthcoming academic year 2016 / 17. 

 

We keep parents informed of their child’s progress and attainment during the year through many different activities:

 

An annual Assessment Night: Q&A with the Headteacher on understanding assessment systems and finding ways to best support your child at home.

 

Curriculum News: Half termly booklets written by teachers detailing topics, events and key targets in reading, writing and maths for the half term ahead.

 

Book Looks: On the last Friday of each month parents are invited into school to see their child’s work. This is a chance to review the progress and learning of your child as well as a chance for your child to proudly show off all that they have achieved in the last month!

 

Class Teacher Meetings: Please feel free to make an appointment with your child’s teacher at any point throughout the year if you would like to discuss their progress. We are happy to meet early morning or after school hours for working parents.

 

Parent / Teacher Consultation Meetings: These take place before the October and February half term. During these meetings we present parents with a brief written report on the progress and attainment your child has made since the start of the academic year, their end of year target and  ways you can support your child to achieve this. We also take this opportunity to discuss your child’s talents, interests  and social and emotional wellbeing whilst at school.

 

Meeting with the SENCo: If at any point we identify that your child is not progressing as well as their peers we may want to offer extra support be that through a booster club or afternoon intervention lessons. If this is the case the SENCo will contact you to invite you to a meeting so that you are involved in the process of support.

 

End of Year Report: A detailed end of year report is sent home in July.

 

Language of Assessment.  We understand that education jargon can sometimes be confusing, we have addressed this in our new policy. See above. When discussing assessment with parents we will use the following terminology:

 

Attainment – which refers to their current level

 

Emerging age related expectations - the child is below their year group.

 

Expected related expectations  - the child is at their year group

 

Exceeding related expectations  - the child is above their year group

 

A year in a child’s life is a long time and from experience we know that children can move from one stage to another, quite quickly.

 

Progress – which refers to how quickly a child is learning new concepts and moving on to new challenges.

 

This is measured in steps. These enable teachers to evaulte pupil’s learning at the end of a particular unit of work. There are 6 steps of progress for each year group and we focus on measuring these steps in Reading, Writing, Mathematics and Science.

 

The steps are as follows and are denoted by the year group number, the example below is for Year 4

 

4b

Year 4 beginning

4b+

 

4w

Year 4 working within

4w+

 

4s

Year 4 secure

4s+

 

 

Every child has a Target Tracker journey map for reading, writing, maths and science. These are at the back of work books and illustrate what a child needs to achieve in order to reach end of year age expectations.

 

Teacher’s use these cards to evidence pupil progress; targets are ticked off and dated every time a child has demonstrated success in knowledge and understanding.

 

Parents are encouraged to develop their own understanding of the end of year expectations by clicking on the links below and reading the journey maps for themselves. Maps for all year groups and all key subjects can be found at the bottom of this page. Additionally parents are welcome to track their child’s development by taking a look at the targets during the monthly book look.

 

National standardised tests, SATs

As with the previous curriculum, children are tested at the end of Reception, Year 1, 2 and 6. For Key Stage 2 pupils there will no longer be a separate level 6 paper, this higher level is now combined as standard practice in the papers given to everyone.  The results of these tests will provide you with information on how well your child, and the school, is performing in comparison to others nationally.  Refer to our results section to see the latest news on the school's performance and outcomes.

 

We share outcomes of the tests with children and parents through

  • End of year reports.

  • Newsletters and on our website.

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