At Broadoak Primary School we believe that in order for all our children to be successful learners then assessment for learning must be at the heart of everything we do. The primary purpose of assessment is to inform the next steps in teaching and learning in order for us to ensure every individual fulfills their maximum potential. Assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learnt. It is also the means by which pupils understand what they have achieved and what they need to work on. At Broadoak we have a robust assessment and tracking system, which reflects the National Curriculum 2014, and uses a carefully planned combination of formative and summative assessment.
Assessment in Key Stage One and Key Stage Two
At Broadoak Primary, we use the Broadoak Backpack statements to track children's progress in all areas of the curriculum from Year One to Year Six. These are available in the curriculum section of our website. For each year group the Broadoak Backpacks outline the Age Related Expectations (ARE’s), a set of statements which clearly outline the skills and knowledge that a child should achieve by the end of a particular year. At the end of the academic year, the total number of age related expectations a child has met will then be converted into an end of year judgement. The end of year judgement will report as to whether a child is ‘Beginning’, ‘Developing ‘, ‘Secure’ or 'Exceeding' for their year group.
Alongside the Broadoak Backpacks we use Rising Stars Optional tests and Focus Tests to support teacher judgements on an ongoing basis throughout the year. Children also complete statutory assessments as follows:
Phonic Screening Check - Year One
Statutory Assessment Tests (SATS) Tests - Year Two
Multiplication Tables Check - Year Four (Voluntary June 2019, mandatory June 2020)
Statutory Assessment Tests (SATS) Tests - Year Six
Assessment in the Early Years Foundation Stage (EYFS)
Children in EYFS are assessed against the Foundation Stage Profile and the seventeen Early Learning Goals. During the Nursery and Reception years observational evidence in the form of written observation, photographs, annotated pieces of work and learning journeys will be used to capture children’s learning and inform staff planning developmentally appropriate next steps. At the end of the Reception year children are reported as to whether they are ‘emerging’, ‘expected’ or ‘exceeding’ for each ELG and whether they have achieved a good level of development. The profile is available by following the link below.
Early Years Foundation Stage Profile
For more information about our assessment procedures and practice please see the school's assessment policy
Statutory Assessment Tests (SATs)
- English grammar, punctuation and spelling
- English reading
Multiplication Tables Check
Following the success of the Phonic Screening check in raising standards nationally, the same approach is to be used with multiplication tables. From June 2019, schools will be asked to complete a Multiplication Tables Check in year four and it will become mandatory from June 2020.
The multiplication tables check is designed to help ensure children in primary school know their times tables up to 12 off by heart. As well as being critical for everyday life, knowledge of multiplication tables helps children to solve problems quickly and flexibly, and allows them to tackle more complex mathematics later on in school.
School Standards Minister Nick Gibb said:
"Academic standards are rising in our schools thanks to our reforms and the hard work of teachers, with 1.9 million more pupils in schools rated good or outstanding than in 2010. It is important to have an assessment system that continues to drive this improvement."
"Just as the phonics screening check helps children who are learning to read, the multiplication tables check will help teachers identify those pupils who require extra support. This will ensure that all pupils leave primary school knowing their times tables by heart and able to start secondary school with a secure grasp of fundamental arithmetic as a foundation for mathematics."
The new on-screen check will last no longer than five minutes and is similar to the checks many schools use already. It will enable teachers to monitor a child’s progress in a consistent and reliable way but has been carefully designed to avoid causing additional stress for children and teachers.
Phonic Screening Check
The Year 1 phonics screening check is not a formal test, but a way for teachers to ensure that children are making sufficient progress with their phonics skills to read words and that they are on track to become fluent readers who can enjoy reading for pleasure and for learning.
The phonics screening check is taken individually by all children in Year 1 in England. It is designed to give teachers and parents information on how your child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.
There are two sections in this 40-word check and it assesses phonics skills and knowledge learned through Reception and Year 1. Your child will read up to four words per page for their teacher and they will probably do the check in one sitting of about 5-10 minutes.
It is a school-based check to make sure that your child receives any additional support promptly, should they need it. It is not a stressful situation as the teacher will be well-equipped to listen and understand your child’s level of skills. There will be a few practice words first to make sure your child understands the activity.
It checks that your child can:
- Sound out and blend graphemes in order to read simple words.
- Read phonically decodable one-syllable and two-syllable words, e.g. cat, sand, windmill.
- Read a selection of nonsense words which are referred to as pseudo words.
Pseudo words are included in the check specifically to assess whether your child can decode a word using phonics skills and not their memory.
The pseudo words will be shown to your child with a picture of a monster and they will be asked to tell their teacher what sort of monster it is by reading the word. This not only makes the check a bit more fun, but provides the children with a context for the nonsense word which is independent from any existing vocabulary they may have. Crucially, it does not provide any clues, so your child just has to be able to decode it. Children generally find nonsense amusing so they will probably enjoy reading these words.
The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then the teacher will be in touch to discuss plans and offer additional, tailored support to ensure that your child can catch up. Children progress at different speeds so not reaching the threshold score does not necessarily mean there is a problem.