Introduction to assessment arrangements at Hinderton School
At Hinderton School we have very high aspirations for all of our pupils, meaning that we want each child to flourish and develop to the very best of their ability during their time with us. To do that, it is important that we assess what they can and cannot yet do regularly and accurately, so that we can plan and deliver the most meaningful and appropriate learning opportunities at each stage of their school career.
What are end of year expectations?
In line with the requirements of the New National Curriculum, pupils are routinely assessed in all strands of english and maths. Progress is measured through the use of a ‘Bands’ systems for all pupils in KS1 and KS2 to ensure that progress can be measured consistently.
At Hinderton School we measure progress in a range of ways. We focus heavily on numeracy and literacy skills throughout the school and our assessment of the core curriculum subjects of english and maths has been designed to measure the progress of specific key areas within these subjects. These key areas are as follows:
Reading - decoding
Reading - Comprehension
Maths - Number
Maths - Geometry
Maths - Measure
Maths - Using and Applying
We keep detailed records of each pupils' progress in these different strands of english and maths on a termly basis, providing teachers with a detailed profile of each pupil’s progress across the curriculum.
Pupils likely to be working consistently at or above Year 3 outcomes will be discussed with Local Authority colleagues regarding the possibility of increased participation in mainstream settings
How will I be kept informed of my child's progress?
Our Annual Review process and termly parents' evenings provide regular opportunities for parents and teachers to discuss progress. In line with the requirements of the New National Curriculum, pupils are routinely assessed in all strands of English and Maths. Teachers keep their own, finely-graded record of progress, and update the school-wide system for the benefit of the school’s leadership team on a half-termly basis (about every 6 weeks). Targets are set in the key areas of the subjects in September, and Pupil Progress Meetings with the Assessment coordinator throughout the year keep everyone informed about how well each child is performing against those targets.
We formally assess an individual’s awareness of phonics using the Read, Write, Inc. system and, where appropriate, also track their chronological reading and spelling age using the computer-based IDL system.
For science in KS1 and KS2 we annually track progress against end of key stage expectations and in all other National Curriculum subjects, we record detailed evidence of an individual’s learning using the Tapestry electronic learning journal.
How does school measure other important types of progress?
For all of our pupils, progress in areas other than the National Curriculum is vitally important, and we recognise that by giving our ‘Essential Skills’ curriculum the highest priority in school. Twice a year we set ‘Personal Learning Plan’ (PLP) targets, and we grade outcomes against those using a traffic light system, where green is above the predicted level of progress, amber is at or around the predicted level of progress, and red is below the predicted level of progress. Pupil Progress Meetings are used to discuss target-setting and outcomes with teachers, and to pinpoint situations where outcomes are likely to be ‘red’, with curriculum delivery changes made or additional support provided accordingly. PLP targets reflect the desired outcomes agreed in Statements or Education Health & Care Plans, and incorporate elements of SCERTS (see below) and the Cheshire Essential Skills Syllabus (CHESS).
What is SCERTS?
Using the autism-specific SCERTS model (Prizant et al, 2005), we also track each pupil’s progress in the areas of Social Communication (SC) and Emotional Regulation (ER), providing a detailed breakdown of their specific skills and challenges within those areas. Find out more about SCERTS at Hinderton here
How is progress measured in the Early Years Foundation Stage?
Pupils in Reception (generally Blue Class and sometimes Yellow Class) at Hinderton follow the the Early Years Foundation Stage (EYFS) guidance and requirements, as used in mainstream early years settings. These include:
Early Learning Goals (ELG)
Our Early Years team have worked hard to develop an assessment system that allows us to measure the small but important steps our pupils make. This system links with the one that is used further up the school.
What is The Hinderton Progression Map?
Based on the Continuum of Skill Development devised by the Dales School in Yorkshire, our Progression Map provides a framework for teachers and senior leaders to assess and break down both academic and essential skills progress, into fifths of ‘mastery’ of any skill, under the headings of Prompting, Fluency, Maintenance and Generalisation. When we discuss steps of progress with you as parents, we will use this system.
How can parents support progress and assessment?
Communication and partnership between home and school are crucial if pupils are to develop new skills, and keep hold of them into adult life. In addition to Annual Reviews and termly Parents’ Evenings, parents and carers are welcome in school at any other point to discuss progress. We also post regular updates on each pupil’s Tapestry account, and welcome your feedback (and of course Tapestry posts) from home.
Please get in touch with Amy or your child’s class teacher at any time if you have any questions.
Department for Education (DfE) Data
The DfE produces data for all schools which includes school performance, characteristics and spend per pupil data;
We assess and report on each pupil’s level of attainment to the local authority at two points during their primary education. The first when they finish Year 2 (the end of key stage 1) and the second is when they finish Year 6 (end of key stage 2).
In reading, writing and mathematics, the majority of pupils nationally will be described as:
GDS: working at greater depth than the expected standard
EXS: working at the expected standard
WTS: working towards the expected standard
At Hinderton we report against ‘expected standards’ for each pupil at the end of each key stage. For pupils working below a ‘mainstream’ level, particularly those with special educational needs, they are assessed against new grades from summer 2019 known as ‘pre-key-stage standards’
Standard 6 (PK6) - (working at the KS1 expected standard (key stage 2 only)
Standard 5 (PK5) - (working at the KS1 expected standard (key stage 2 only)
Standard 4 (PK4)
Standard 3 (PK3)
Standard 2 (PK2)
Standard 1 (PK1)
For pupils working below pre-key stage standard 1 (PK1) P levels 1-4 are currently being used to describe their level of attainment
Progress Tracking Summary 2019-20
In 2019-2020, our new banding system was introduced for pupils in KS1 and KS2. Pupils were baselined in all the new assessed areas at the beginning of the year.
Expected progress for a pupil is 2 fifths of a band throughout a yearly assessment cycle.
Due to Covid-19, assessment data could not be inputted for the summer term. The data below reflects on progress made across 2 terms against expected progress for the whole year.
Pupils are now assessed across 3 areas of development using our banding assessment system.
Reading decoding: 68% of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was above levels of their peers.
Reading comprehension: 53% of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium made progress similar to that of their peers.
Writing: 53% of all pupils of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was above levels of their peers.
Pupils are now assessed across 4 areas of development using our banding assessment system.
Number: 74% of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was above levels of their peers.
Geometry: 66% of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was above the levels of their peers.
Measurement: 50% of all pupils of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was less than the level of their peers.
Using and applying: 68% of all pupils of all pupils made expected or above expected progress. Progress outcomes for girls was less than for boys and pupils in receipt of pupil premium was above levels of their peers.
Pupils Personal Learning plans are evaluated bi-annually to evidence progress against our essential skills curriculum.
Of 168 Personal Learning Plan objectives evaluated between April and November 2019, progress in 90% of these was at or above expected progress (a similar picture to last year’s data).
Of 196 Personal Learning Plan objectives evaluated between November 2019 and April 2020, progress in 85% of these was at or above expected progress (a similar picture to last year’s data).
Through assessment of Social Communication, Emotional Regulation and Transactional Support (SCERTS) the overall picture at the end of the year evidenced 18 Social Partners, 14 Language Partners and 14 Conversation Partners (a similar picture to last year, though with a slight increase in Conversational Partners and Social Partners).