SUPPORT AND INFORMATION
Here you will find links to information and support about our assessment system
‘The school’s detailed assessment system enables staff to record the small steps in each pupil’s progress.’
‘On the few occasions when pupils do not make expected progress, leaders quickly identify this through their regular checks on the quality of teaching and learning and the detailed analysis of pupils’ progress.’
At Ravenshall we believe that assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensures that teaching builds upon what has been learned. It is also the means by which pupils understand what they have achieved and what their next step of learning entails.
Formative assessment creates a positive learning environment where pupils can see the steps necessary for their own success. It enables teachers to set appropriate work at the standard necessary for the child to make continuous and sustained progress.
Summative assessment provides accurate information regarding a pupil’s attainment and progress. It informs whole school target setting and is used to predict future attainment of individual, year group and end of Key Stage results.
The school’s assessment processes enable a clear link between the two in, order to provide the best possible outcomes.
In September 2018, the new ABC assessment system was introduced. It is a bespoke system which measures pupil progress in English, Maths and Science. The assessment system was developed in accordance with guidance from the Rochford review and recent developments to National Curriculum end of year expectations. The assessment continuum is divided into three areas; accessing, building and connecting (ABC). Accessing is the assessment area for pupils involved in non-subject specific learning and will support the implementation of the Engagement Model. Building is for pupils who were historically assessed from P5 – P8 and working below NC level. Connecting is for pupils working within National Curriculum expectations but not necessarily at age related expectations.
The system is based on an accumulation of skills which gives teachers a clear picture of each pupil’s strengths and weaknesses and informs planning for the next steps in learning in a highly personalised approach
ABC Assessment – coding system
Accessing runs from A1 to A9 with five sub standards for each alpha numerical code, based on percentage of skills accumulated. The sub standards are I = Implementing, P = Progressing, E = Emerging, R = Reaching and F = Fixed. Pupils are given an assessment code based on the percentages of skills they have accumulated, in any order e.g. a pupil who accumulates 26% of all skills would be assessed as A3E. Building runs from B1 to B9 and works on the same mathematical system as Accessing. See the table below.
Connecting runs from C1 to C18 also containing the five sub standards I, P, E, R and F. Connecting functions differently to Accessing and Building in so that pupils must achieve 90% of skills in C1 before moving to C2 and so on. See the table below.
In many cases, a pupil may have spikey assessment profiles e.g. they may have accumulated some skills in C1 and other skills in C2. In this instance they would be assessed as C1 until they have reached C1F. This is demonstrated in the following diagram.
This Geometry and Measure assessment grid shows that the pupil has accumulated skills in C1, C2, C3 and C4. This pupil would be assessed as C1E (Emerging) as they have yet to reach C1F (Fixed).
The objective of target setting is to ensure that every pupil reaches their maximum potential. After tracking pupil progress over the last few years, the school is confident of extending and accelerating progress by setting challenging targets for all pupils. Pupils are regularly informed of their targets and what their next steps are to achieve them. The move towards ABC assessment allows this feedback to be much more detailed providing motivation through short term achievable targets. Within English, Maths and Science, ABC statement targets are set annualy and progress monitored through termly data analysis.
The progression guidance below is calculated based on the mean average of Value Added Points within each Key Stage and strand of the ABC assessment model. It also takes into account that rates of progress from each individual starting point differ according to a learner’s age e.g. a learner in KS1 who is working within the Accessing strand is likely to make more rapid progress than a learner with the same starting point in Key Stage 4. It is important to note that mean averages of Value Added Points will continue to be analysed each year to ensure that targets remain challenging for all.
Holistic Target Assessment
In all non-core subjects, pupils are assessed on their progress towards their termly holistic targets. Holistic targets are short term breakdowns of pupils’ end of Key Stage targets from individual EHCPs. This approach to target setting and assessment provides a highly personalised curriculum for all pupils across all non-core subjects.
The holistic target and assessment cycle is described below:
- Class tutors set one target for each pupil in all four SEND areas (Communication and Interaction, Cognition and Learning, SEMH, and Sensory and/or Physical) in time for the beginning of a new term.
- Targets are shared with all teachers
- Non-core subject teachers plan opportunities for pupils to achieve their holistic targets in their subject over the following term (Teachers choose 1 target to focus on e.g. SEMH)
- Key Stage leaders quality assure pupil targets
- Key Stage leaders monitor teacher planning to ensure that pupils have opportunities to achieve all 4 targets across the curriculum
- Teachers collect evidence of pupil achievement during the term using the EvidenceMe app.
- At the end of each term, class tutors evaluate the evidence and review pupil progress towards targets using a RAG rating system.
- The overall holistic target progress data for the term is analysed by the Senior Leadership Team and key messages are shared with Key Stage leaders.
- Key Stage leaders feed back to their teams and produce action plans to support pupil progress during the following term
Whole school assessment, moderation and reporting systems are fully inclusive. Routine tracking of every pupil’s progress is used to ensure that all pupils make the expected progress from their starting points. This also ensures that any pupils who require additional support are identified and early interventions are implemented.
The school’s data management system uses Excel spreadsheets. The purpose of these spreadsheets is to view raw and summative data together so that it can be interpreted by all audiences. It is intended to be highly visible in order to show progress in different ways and to make comparisons possible through consistency of approach. The timetable for reporting pupils’ progress can be found in appendix 2.
End of year data is collated in the form of Subject Progress Sheets. These sheets track yearly progress and summative Key Stage data. Detailed analysis of the data is then reported on and Action Plans are devised for pupils who require support and intervention programmes to catch up or remain on track. The reports inform departments of their key areas of focus for the following year.
Defining outstanding progress at Ravenshall
Outstanding progress at Ravenshall is defined by 70% or more of pupils achieving their expected targets
Regular moderation and benchmarking takes place each term to ensure consistency of assessment, marking and feedback. Teachers meet in phase groups or in cross phase groups to analyse children’s work against Ravesnhall assessments which are based on current curriculum guidance. During the Summer term, teachers in Reception, Year 2 and Year 6 are involved in formal teacher assessments, as part of end of Key Stage assessments and some years may be moderated by the local authority.
Letters to Parents
Tel: 01924 456811