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King's Hedges Educational Federation

Excellence, achieved through care, creativity and challenge.

Northfield Avenue, Cambridge, Cambridgeshire CB4 2HU

01223 518330

office@kingshedges.cambs.sch.uk

Assessment

 

Assessment at King's Hedges involves everybody

The staff

From Nursery to Year 6 the teachers at King's Hedges regularly assess all areas of the curriculum through a variety of methods. We assess both formally through testing and informally. Informal assessment takes place in several ways and is our main way of assessing the children’s progress. We observe children working, listen to answers given during discussion times, use questioning techniques to draw out knowledge of different areas, set work for children which gives them opportunity to show what they have learnt and help children improve their work through careful comments when marking. We call this ‘Assessment for Learning’ and you can see this in your child’s books as improvement points.

Assessment is integral to the working and success of King's Hedges Educational Federation and helps us provide a supportive and personalised curriculum for every child as they make their way through our school.

The children

We use My Pupil Profiles from Year 1 to Year 6 and this works as part of the Assertive Mentoring. The pupil mentoring time takes place with every child every term. This is time allocated to each child when they can talk to their teacher about the areas of their learning which they feel are going well, and decide on the next target to reach to develop their learning. During the meetings time is also set aside to talk about the child’s attitude to learning. We set targets together for Reading, Writing, Maths and attitude and these are kept in the child’s Assertive Mentoring files. You can see them in each classroom and the children will know their targets.

Below are some examples of both English and Maths targets displayed in classrooms

ReadingTargets include the Key Skills that the children need to include in their writing to become more fluent and effective writers. The target names are displayed next to the key skill that the child is working on and this is supported with examples of what the children need to include:

Reading Targets are also set for the children to become more fluent readers. During Guided Reading discussions are had around the skills of both decoding (Reading for Reading) and Comprehension (Reading for Meaning).  Staff use these times to monitor the children’s ability to apply the skills they have been taught during the twice daily Reading sessions. This system is now being fully supported by Accelerated Reader in KS1 and KS2 which had greatly improved the children’s motivation for reading. Children are aware of their own band levels and take regular quizzes to assess their understanding of what they are reading. Targets and band levels are displayed in the classrooms to support this.

Numeracy Skip Counting targets are set in every class. They start in Reception where children are taught to count forwards and backwards in 10’s, 5’s and 2’s to Y6 targets where children are taught to skip count forwards and backwards in decimals. The children’s are motivated to move on to the next target and take great delight in moving their name onto the next one.

The children are fully included in their target setting and they are clear about what they need to move their learning on. We also have regular assemblies where any achievements towards their targets are shared with the school in the form of Merit assemblies. During these weekly times the children stand up and share their achievements with the school, explaining what they did well and how they met their targets.

The parents 

Parents with children from Nursery age to Year 6 can become involved with their child’s targets through their child’s ‘Home/School Partnership Book’. They can keep in touch with their child’s progress by reading teacher comments in the ‘Chatline’, by helping their children practise their targets, which are regularly recorded in their books and by meeting their child’s teacher at the end of the day and at parent’s evenings.

 

During termly parents consultations the children’s targets are shared with parents and a discussion is had around how the parents can help their children meet this target. The parents are included in a discussion about their child’s My Pupil Profile and the parents also sign to show their understanding and views. The children’s work is discussed and a graph is shared with parents showing how the child is progressing during their time in the school. The graphs highlight the children individual progress from Y1 upwards and also how the child is getting on compared with National Data.

Parents from Nursery and So to Speak up are encouraged to support their child’s development at home. In Nursery and So to Speak parents are invited in at the start of each session to write their child’s name. This is recorded for the week so that both the child and parents can see the progress the children are making. Teachers and support staff will discuss any ways to help at this time, including helping with correct pencil control and letter formation.

Below are a couple of examples of how assessment supports children’s writing:

Here we have a piece of Y2 writing with the Learning Intention: Write a report. This writing was following a trip that the children made on the Guided Bus. The orange highlighted parts are where the teacher has seen that the child has produced a good writing example and has met the intended success criteria. In this example there are highlighted parts for the child adding; camera detail, vocabulary and a question. There is then a general comment from the teacher on the quality of the work and the * indicates an improvement point for the child to do next.

The grid at the bottom of page 2 has the more detailed success criteria for the children to achieve in their writing. The children then assess their work according to the success criteria, this is shown in the ‘Me’ column and the teacher assesses it in the ‘T’ column. The improvement point then reflects the assessments made in class; here it can clearly be seen as a simile improvement point. The final page is then the child addressing the improvement point in relation to their report.

Here is an example of a Y3 piece of writing. The Learning Intention: To Write A Description is shared at the start of the writing. The Success Criteria grid is also shared at the start so that the children are very clear what they need to include in their writing to be successful. During their writing the children are encouraged to read it through out loud to ensure it is of the best quality from the start, we call this first draft editing. The children then make corrections and improvements as they go, using the grid to help them.

Once the work is completed the child will read through their work and mark it against the marking grid, the teacher will then do the same. During this time the children will be given time in class to edit their work to further improve the piece, this may be completed as individuals or using paired marking. During this time the teacher will look at the whole piece of writing to ensure it makes sense and that it is purposeful. Any good examples of where the child has met the success criteria effectively are again highlighted below. The teacher will then include an improvement point for the children to complete to improve their work. This child was set the improvement to include similes’: