There are different methods of assessment used at Alderman Payne

Formative Assessment

Within each lesson and across any programme of study, teachers use formative assessment to make 'in the moment' decisions and give feedback to pupils. Research and evidence suggests that the most effective feedback given to pupils is that which is given at the point of a misconception or during their work so that they can put things right or develop their thinking immediately, rather than after a lesson. Teachers further use assessment within lessons to adapt future lessons to ensure that teaching and learning meets the needs of the pupils in the class.

Teachers use ongoing, formative assessment to adapt their lessons, support or instruction according to the needs of pupils. Ongoing review of pupil work also ensures that teachers use assessment to inform their next lessons.

Summative assessment

Summative assessment varies according to the subject. Each subject is assessed termly. Some statutory assessments occur in the summer term for particular year groups or subjects.

Early Years: Pupils are observed during lessons and play activities to monitor how they engage with and apply their learning. 

Writing: After the teaching of a writing unit, pupils undertake an independent piece of writing using the skills that they have learnt to write a piece of a specified genre or in a specific style. This is assessed against curriculum objectives.

Reading: Pupils in Reception to Year 2 learn to read using Read Write Inc (RWI) Phonics. There progress through this is assessed half termly using the RWI materials and children are grouped and taught according to this assessment. Years 2 - 6 complete a termly reading assessing using NFER materials.

Maths: Pupils in Years 1 - 6 complete a termly assessment using NFER materials.

Science: Pupils complete unit assessments using Cornerstones materials.

Foundation Subjects: As pupils work through their curriculum, they are assessed using the national curriculum objectives. Assessment is based on the depth of understanding demonstrated. Teachers use ongoing assessment in addition to the completion of quizzes and end of unit tasks to assess learning. Using a range of methods with a recognition that pupils can express their understanding in multiple ways, ensures the reliability and validity of teacher assessment with an inclusive ethos to meet the needs of our pupils.

Statutory Assessment

In the summer term, the following assessments are undertaken and reported to the Local Authority and DfE.

Early Years Foundation Stage Profile: The curriculum objectives are used to assess if children have met Early Learning Goals. Children are considered to have Good Learning and Development (GLD) if they have met the Early Learning Goals in the Prime Areas and Literacy and Maths. 

Phonics: In Year one children complete a phonics screening check to assess how they apply their phonic knowledge to read real and pseudo words. Children who do not meet the threshold in year one, retake an assessment in year two.

Multiplications: Year four pupils complete an online multiplication check in year four. This is a series of 25 multiplication questions. 

Year Six pupils undertake standardised assessments in English, punctuation and grammar; reading and maths. The scores from these assessments are used to report if children have met or exceeded the expected standards for year 6. Teachers use teacher assessment against curriculum guidance to assess writing and science.