“We would praise White Laith on their standards of learning and the way these are stretched to their limits.” (Parent)

Assertive Mentoring

We aim to develop the academic potential of each child - to push our children as far as they can go and in turn encourage and support them to push themselves.

Through implementing Assertive Mentoring in school we:

• Ensure whole school assessment systems are accurate, frequently reviewed and challenges individuals

• Ensure teachers use accurate assessment to inform planning and measure progress

• Motivate pupils to want to improve

• Ensure that children know what they need to do next

• Ensure children take responsibility for their own learning and progress

• Regularly inform parent of progress and sharing next steps/targets

The Governors know:

• How whole school data compares with local and national data

• The progress groups of children are making towards whole school targets

The Headteacher knows:

• The end of year targets for every child in school

• The progress every child is making towards these targets

• The strategies teachers have in place to ensure children good progress

The teachers know:

• What our expectations are for every child in their class

• What each child in the class can and cannot do

• What the next steps are for every child in their class

Children know:

• Where they are going and what they need to do to get there – in detail

• How well they are doing and what they need to do to improve

• That they will have a one-to-one mentoring meeting with their teacher each term guaranteed!

Parents know:

• Where your child is going and what they need to do to get there

• How well your child is doing and what they need to do to improve

• What you can do at home to support your child

• That they will be invited into school 4 times over the course of the year to share and contribute to the Mentoring files

Assessment without levels 

As of September 2014, the DfE have removed assessing with levels for children in primary schools. Schools are to be encouraged to create their own non-levels based assessment system.

Effective Assessment Systems should;

• Give reliable information to parents about how their child, and their child’s school is performing

• Help drive improvement for pupils and teachers

• Make sure the school is keeping up with external best practice and innovation

(DfE Assessment Principles)

Early Years Foundation Stage Unit (EYFS) 

Children in the EYFS will continue to be assessed against the Early Years Foundation Stage Profile (EYFSP for short). Staff will use Development Matters to support ongoing assessment throughout the year.

At the end of Reception these are reported as Emerging or Expected the Early Learning Goals in each area.

Evidence is gathered across the year, some of which is recorded in pupil books, for all children in EYFS and we value all contributions from parents and carers.

Assessment information in EYFS is gathered through adults interacting, playing and learning with children. It is important that adults know our children well. This may be supported by observations of learners, samples of learning, photographs and conversations which demonstrate the child’s understanding of a given concept.

YEARS 1, 2, 3, 4, 5, 6

Children will be assessed against the National Curriculum  and associated 'End of Year Expectations'. Any gaps identified in learning for the children due to the increased expectations will be covered and incorporated into individual and group targets.

At the end of the year children will be given a judgement against the ‘End of Year Expectations’.

The ‘End of Year Expectations’ have been taken from the National Curriculum and state the minimum requirements a learner must meet in order to ensure continued progress throughout the year in line with age expected standards. Learners are assessed against each area in terms of whether, at each stage, they are Beginning, Developing, Secure or Working at Greater Depth.

The curriculum focuses very much on ensuring children have a breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is key. Rather than moving ‘up’ the stages, the focus is on moving ‘outwards’ developing a deeper understanding.

Staff will continue to differentiate all activities to ensure that all learners needs are met.

Gathering evidence of learners progress and development will continue with a wide range of Formative Assessment; (day to day assessment through questioning, mini quizzes, learning completed, observations, conversations and guided sessions) which will inform staff’s planning and also Summative Assessment (more formal assessment/tests) which will play a part in the overall assessment and progress checks for learners at set times in the year.

Assessment information will be shared with parents each term through an invitation to view your child's Assertive Mentoring file.

YEAR 1

Children in year 1 will take the Year 1 Phonics Check in June. Outcomes will be reported in the form of a score (Met / Has not met). Children who do pass the phonics check will take it again at the end of year 2.

YEAR 4

Children in year 4 will take the online Multiplication Tables Check in June. Outcomes will be reported in the form of a score.

YEARS 2 AND 6

Children in year 2 and 6 will complete SAT's Tests in May. Outcomes for children in these year groups will be reported in the form of a teacher assessment judgement and, for KS2 children, a test result.