A Learning Outcome is shared (written and spoken) at the beginning and during each session so children understand the purpose of the lesson and at the end children are guided to assess their progress and discuss and often record how they have achieved. This is made meaningful to the children and differentiated through success and process criteria. Where appropriate, pupils are encouraged to select their own success criteria through self-assessment prior to starting independent activities.

Teachers are constantly assessing; they observe, ask questions and work with groups and individuals throughout the day. Teaching points, activities and support given is adapted as a result of ongoing assessment throughout each lesson and future planning is adapted. Work where possible is marked and appropriate feedback and next step comments are given to the child. Marking is a dialogue and teachers will clarify success towards achieving the learning outcome through a consistently applied colour coded system (green = fully achieved/confident; amber = partly achieved/getting there but not confident; red = not achieved/did not understand) and next step comments (these may include asking a question or giving a challenge.)

We also value summative assessments of learning, where the children are assessed against school set standards. We use a variety of tests and use the results intelligently to record progress and to predict future levels of achievement. Summative assessments are used as a guide and teacher assessment is the overriding summative assessment used.

Each term, teachers in Years 1 – 6 record the achievement of skills in reading, writing, maths, religious education and science for each individual pupil. This is recorded on individually against school descriptors linked to the national curriculum. To track pupil attainment, we use a system of steps. This performs the function of communicating progression and attainment in a simple format that may be aggregated to produce reports of overall and average progress. This is based on a carefully considered logical approach to assessment and follows on from the assessment system used in Early Years Foundation Stage.

The terminology has been selected for consistency and clarity.

Each year group has been broken down into four steps:

Below

Working Towards

Expected

Greater Depth

These four broad sections are detailed by:

• Below – Pupil learning is significantly below year group expectations.
• Working Towards – Pupil learning is below year group expectations. Learning has not been fully embedded.
• Expected – Pupil learning is fully focussed on the criteria for the year group. This is a teacher's best-fit decision, but indicates that pupils have achieved the majority of the year group expectations.
• Greater Depth – Confidence in all the criteria for the year group. Pupils have broadened and deepened their understanding of the year group expectations.

Teachers meet with senior leaders regularly to discuss assessment and to find ways to remove barriers to learning. Senior leaders meet to discuss any children who are not making progress and to plan additional support.

It is the aim in this school for the vast majority of children to be working at the expected standard by the end of the year, with a significant group working at greater depth.