Assessment
At Stanford in the Vale CE Primary School, we believe that assessment plays a crucial role in supporting teaching and learning, providing valuable insights into pupils' progress and attainment. We recognise the importance of both formative and summative assessment in evaluating pupil achievement and informing instructional decisions.
Formative Assessment
Formative assessment, or assessment for learning, is an integral part of our teaching practises. It involves ongoing checks on pupils' understanding and progress to identify learning gaps, misconceptions, and areas for improvement.
Through formative assessment, teachers use a variety of methods such as questioning, quizzes, observations, and feedback to gauge pupil comprehension and adjust their teaching strategies accordingly.
We understand that effective formative assessment not only supports academic growth but also enhances pupils' motivation, self-esteem, and metacognitive skills by involving them in the learning process and encouraging self-assessment.
Summative Assessment
Summative assessment, or assessment of learning, is used to evaluate pupils' overall achievement at the end of a learning period. It provides a snapshot of pupils' knowledge and skills against specific criteria or standards.
At Stanford in the Vale CE Primary School, we conduct summative assessments such as end-of-topic assessments, termly examinations, and key stage assessments to measure pupils' attainment and progress over time.
While summative assessments are essential for reporting to parents, tracking pupil outcomes, and evaluating the effectiveness of our curriculum and teaching practises, we are mindful of the potential limitations of over-reliance on summative data.
Balancing Formative and Summative Assessment
We believe in striking a balance between formative and summative assessment approaches to ensure a comprehensive understanding of pupils' learning journeys. Formative assessment guides our day-to-day instructional decisions, while summative assessment provides a broader perspective on pupil achievement.
By integrating both formative and summative assessment practises, we aim to create a holistic assessment culture that supports pupil growth, informs teaching practices, and promotes continuous improvement across our school community.
At Stanford in the Vale CE Primary School, we value the diverse roles that formative and summative assessment play in enhancing teaching and learning outcomes. Our commitment to thoughtful and purposeful assessment practises reflects our dedication to supporting every pupil on their educational path towards success.
Expectations
In Years 1, 2, 3, 4, 5 and 6, the children are assessed against the objectives in the National Curriculum (2014), relevant for their year group. Year 1 = Stage 1, Year 2 = Stage 2, Year 3 = Stage 3, Year 4 = Stage 4, Year 5 = Stage 5 and Year 6 = Stage 6.
Within those stages the children could be, 'working toward, expected standard, greater depth.'
The expectation is that at the end of a school year the children are at the 'expected standard' in the appropriate stage.
In the Foundation Stage, the children follow the Early Years Foundation Stage, which is a statutory framework. Throughout the year, the staff undertake observations of the children, at play and at work, to build up a picture of the whole child. This information is then used to identify whether they are at an 'emerging' level or the 'expected' level. The expectation is that at the end of the Foundation year the children are at the 'expected' level.