Assessment at St Mary's
Assessment at St Mary's is based upon the basic principle that high quality planning based firmly in the objectives of the National Curriculum, well-informed, challenging and inspiring teaching, which is differentiated to meet the individual needs of the pupil, and regular target-setting, meaningful feedback and daily opportunities for making progress, all contribute to a child reaching their full potential in their studies.
The first step in assessment is skillful planning of teaching sequences based upon the performance descriptors as outlined in the new National Curriculum documents. Through daily marking, Teachers at St Mary's are able to ascertain pupils' ongoing attainment against National Curriculum objectives and set meaningful targets based on a sound understanding of child development.
In Reading, Writing and Maths, we use the Gateshead TiPPs assessment framework as a tool for recording and tracking milestones in pupils' learning. From this starting point, a school assessment schedule has been developed, which aims to embed assessment in to the ongoing termly teaching cycle, allowing pupils and teachers a range of assessment opportunities from class based group tasks, to traditional test scenarios (preparing the pupils for end of Key Stage Assessments).
Assessments in the core subjects (in Years 1-6) are as follows:
READING
Half-termly analysis of Reading ability through teacher-led Guided Reading session.
Half-termly independent Reading task based on shared text, focusing on one particular Reading Assessment focus.
Termly Reading Comprehension task focusing on an unfamiliar text.
WRITING
Three/ four extended writing tasks (a mixture of fiction and non-fiction genres) per Term.
Ongoing assessment of writing, using the St Mary's writing ladders to develop understanding of the key components of quality writing.
MATHS
Half-termly 'Thinking Maths' Assessments based on development of Mathematical Problem-Solving, Reasoning and Communication.
Half-termly Arithmetic and Reasoning tests from the Abacus Maths scheme.
SCIENCE
Half-termly enquiry-based assessment tasks competed in class, alternating in focus from Knowledge to Skill, based on 'Sally the Super Science Sleuth' - a character who progresses with the pupils through school.
RE
Termly judgments made against the interim Age-Related Standards in Religious Education framework.
The first step in assessment is skillful planning of teaching sequences based upon the performance descriptors as outlined in the new National Curriculum documents. Through daily marking, Teachers at St Mary's are able to ascertain pupils' ongoing attainment against National Curriculum objectives and set meaningful targets based on a sound understanding of child development.
In Reading, Writing and Maths, we use the Gateshead TiPPs assessment framework as a tool for recording and tracking milestones in pupils' learning. From this starting point, a school assessment schedule has been developed, which aims to embed assessment in to the ongoing termly teaching cycle, allowing pupils and teachers a range of assessment opportunities from class based group tasks, to traditional test scenarios (preparing the pupils for end of Key Stage Assessments).
Assessments in the core subjects (in Years 1-6) are as follows:
READING
Half-termly analysis of Reading ability through teacher-led Guided Reading session.
Half-termly independent Reading task based on shared text, focusing on one particular Reading Assessment focus.
Termly Reading Comprehension task focusing on an unfamiliar text.
WRITING
Three/ four extended writing tasks (a mixture of fiction and non-fiction genres) per Term.
Ongoing assessment of writing, using the St Mary's writing ladders to develop understanding of the key components of quality writing.
MATHS
Half-termly 'Thinking Maths' Assessments based on development of Mathematical Problem-Solving, Reasoning and Communication.
Half-termly Arithmetic and Reasoning tests from the Abacus Maths scheme.
SCIENCE
Half-termly enquiry-based assessment tasks competed in class, alternating in focus from Knowledge to Skill, based on 'Sally the Super Science Sleuth' - a character who progresses with the pupils through school.
RE
Termly judgments made against the interim Age-Related Standards in Religious Education framework.