ASSESSMENT, RECORDING AND REPORTING POLICY

At Bedlington Station Praimry School we are continually assessing our pupils. Our
assessments are purposeful, allowing us to match the correct level of work to the needs of
the pupil, thus benefiting the pupil and ensuring progress. Assessment therefore, forms an
integral part of our work and helps us to evaluate the effectiveness of teaching and
learning.
Aims
We will:
meet the needs of the National Curriculum, including the use of the Literacy and Maths
Framework and other statutory requirements

supply accurate, up to date information to parents and other interested parties regarding
children's achievements

ensure that we use a range of assessment techniques, including APP and assessment
opportunities so that assessment is an integral part of the teaching and learning process

ensure that as far as possible our pupils know where they are in their learning, where
they need to go next and how to get there

use assessment information to inform subsequent planning and to help match

appropriate work to our pupils

aim to develop pupils' self esteem and motivation through their involvement in the
process

use our assessment data to provide useful information to move the school forward
WHAT ARE THE STATUTORY REQUIREMENTS?
It is important to refer to current version of Assessment and reporting arrangements Early
Years Foundation Stage, Years 1 and 2 to ensure that exemptions etc are adhered to.

EYFS profile
An EYFS profile must be completed in the final term of the academic year in which
the child reaches the age of five.
Local authorities have a statutory responsibility to set up and implement moderation
arrangements.
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End of KS1
Teacher assessment is the main focus for end of KS1 assessment and reporting and
is carried out as part of teaching and learning.
At the end of key stage 1, teachers have to summarise their judgements in relation
to the national curriculum level descriptions for each eligible child, taking into
account the childs progress and performance throughout the key stage. They need
to determine:
a level for reading, writing, and speaking and listening
an overall subject level for mathematics
a level for each attainment target in science
The statutory national curriculum tasks and tests must be administered to all eligible
children who are working at level 1 or above in reading, writing and maths.
The role of the tasks and tests is to help inform final teacher assessment judgement.
There is no requirement to report separately the level obtained from the tasks and
tests.
Schools are required to be involved in a formal local moderation process at least
once every four years.
Recording
Schools must keep records on every pupil, including material on academic
achievements, progress and other skills and abilities, and must up-date this material at
least once a year.
Circular 17.89
Reporting
For children in year R:
Brief particulars of achievements in all subjects and other activities. Comments should
be included for each of the seven areas of learning, where appropriate.
Comments on general progress.
Arrangements for discussing the report.
For children at the end of year R:
A written summary reporting progress against the early learning goals.
Schools must offer parents or persons with parental responsibility a reasonable
opportunity to discuss the outcomes of the EYFS profile with their childs teacher. This
meeting should be within the term in which the EYFS profile has been completed.
Teachers may wish to consider making the childs profile available to parents or persons
with parental responsibility as part of this discussion. If parents or persons with parental
responsibility ask to see a copy of their childs profile, the school must make this
available.
For children in year 1 and above:
An attendance record covering the period to which the information in the report
relates, showing the number of possible attendances and the percentage of
unauthorised absences.
Brief particulars of achievements in all subjects and other activities, highlighting
strengths and development needs.
Comments on general progress.
Arrangements for discussing the report.
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For children at the end of key stage 1:

Brief particulars of achievements in all subjects and other activities.
Comments on general progress.
Arrangements for discussing the report.
Teacher assessment levels as described in section 8.1. To assist schools in reporting
teacher assessment results to parents or persons with parental responsibility, schools
can download the End of key stage 1 child results template from the Pupils results
section of the QCDA website at www.qcda.gov.uk/tests.
An attendance record covering the period to which the information in the report
relates, showing the number of possible attendances and the percentage of
unauthorised absences.
A brief commentary setting out what the teacher assessments show about the childs
progress in each subject, and in relation to other children in the same year, drawing
attention to any particular strengths and weaknesses.
A statement of whether or not the levels reported have been supported by the
administration of statutory task and test materials and, if appropriate, why national
curriculum tasks or tests have not been taken or teacher assessment has been
disapplied.
Comparative information about the national curriculum levels of attainment of children
of the same age in the school and at a national level. To assist in reporting this
information to parents or persons with parental responsibility, schools can download the
Key stage 1 school results template from the Pupils results section of the QCDA
website at www.qcda.gov.uk/tests.
Details of any national curriculum attainment targets or subjects from which the child
is exempt.
Level 2 is regarded as the nationally expected level of attainment for children at the
end of key stage 1.
When setting targets at key stage 2, schools should bear in mind that for English, 87
per cent of children who achieve level 2B and 67 per cent who achieve level 2C at the
end of key stage 1 usually go on to achieve level 4 or above at the end of key stage 2.
For mathematics, 83 per cent of children who achieve level 2B and 53 per cent who
achieve level 2C at the end of key stage 1 usually go on to achieve level 4 or above at
the end of key stage 2.
Reporting religious education
Religious education is a statutory subject for all children registered at a maintained school,
except for those in nursery classes and those withdrawn by their parents or persons with
parental responsibility under section 71 of the School Standards and Framework Act 1998.
As it is not a subject within the national curriculum there are no national statutory
programmes of study or assessment requirements, and no collection of national data.
Schools are required to teach religious education according to their locally agreed syllabus
or, in the case of voluntary aided foundation or voluntary controlled schools, their trust deed
or specified religious character.
It is a general requirement that schools report childrens progress in religious education to
their parents or persons with parental responsibility, but there is no nationally specified
format for such reporting. Locally agreed syllabuses or faith community guidelines may
contain requirements or guidance on reporting religious education, especially if an eight
level scale is used.
Provision of information
Schools are required to publish a summary of their results in the school prospectus and
governors' annual report, alongside national comparative figures from the latest available
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assessments.
ASSESSMENT AND PLANNING
We believe that assessment should be an integral part of teaching and learning. The key
to good assessment practice is good planning. The key to good planning for assessment is
getting learning targets sufficiently well focused and clear.
The long term plan (Appendix A) is concerned with producing a broad curriculum
framework for each year of the key stage.
It aims to ensure;
coverage of all subjects across the whole school
balance within and across subjects in each year
coherent links within and between subjects
suitable allocation of time
continuity between key stages
assessment opportunities are clearly identified marked with @
In the Foundation Stage (Nursery and Reception) children are following the statutory
framework for the EYFS, working towards the National Curriculum. The work is planned
across a two year cycle based on the requirements of the Foundation Stage Programme of
Study. In Key Stages One and Two the curriculum is planned across a two year cycle
through twelve half-termly topics based on the National Curriculum Programmes of Study.
The medium term plan (Appendix B)
relates to the programme of study;
addresses the work to be covered in each subject, specifying any cross-curricular links
over the half-term;
outlines intended learning objectives and identifies assessment opportunities;
considers level descriptions to help indicate expectations at particular levels and
progression in the subject;
outlines the main learning activities;
identifies key resources needs
identifies opportunities for how the core attributes will be addressed
It takes the form of:
curriculum overview sheet with information for parents about learning targets
activity maps
Maths and literacy objectives taken from the Maths and Literacy frameworks
Core attribute map
Assessment opportunities are identified on activity maps with an @
APP/FS assessments sheets linked to MTP will be completed by class teachers.
The short term plan (Appendix D) takes the form of a weekly plan which details the main
learning targets and activities for each day. It also identifies how the work is matched to
the needs of groups or individual children (differentiation), and how this learning will be
organised by the class teacher. Formative (on-going) assessment should be used to
inform our planning of the next steps for individual/groups/whole class.

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This planning system becomes a record of the curriculum covered. It is monitored by

Senior staff. Annotated copies are handed to the Head Teacher at the end of the topic.
We review and evaluate our curriculum regularly (at least termly) and amend as necessary.
CLASSROOM MANAGEMENT AND ORGANISATION
Assessment is usually carried out in the classroom, and we aim to ensure that the
classroom environment is conducive to assessment.

Appropriate learning resources should be readily available for pupils.

Children should be aware of the expectations in relation to working habits and routines.
The teacher needs to make opportunities to observe learning and interact with
individuals and groups.
Teachers should be clear about what they want pupils to know, understand and be able
to do and whenever possible this should be shared with the pupils.

It is important to note that assessment opportunities should be planned, but that not
everything the child does needs to be formally assessed or recorded. However, teachers
have agreed that significant progress needs to be noted (when and if appropriate) in order
to help inform future planning and move the child forward. (index cards)
Please see also each Key Stage Classroom and Curriculum Organisation Policy and whole
school Teaching and Learning Policy.

INVOLVING PUPILS
Self assessment is a crucial part of the teaching and learning process within our school. It
involves pupils sharing and understanding the criteria for assessment so that they can
identify strengths and weaknesses and target what they should do next. It can take a
variety of forms, depending on the context, but in our school it involves:
assessment for learning strategies for example traffic lights, bullseye,
thumbs up, thumbs down, marking ladders, peer assessment;
sharing curriculum and individual targets with all pupils and their parents.
This can be done during curriculum coffee sessions, target setting/reviewing evenings
with parent and child during lesson time;
sharing the learning with pupils so that they are clear about what is expected in a lesson;
talking to the children about their work and encouraging them to evaluate their
performance against specific success criteria;
whenever possible, marking work alongside children, giving specific
feedback relating to learning targets/success criteria;
encouraging children to take a pride in their work and celebrating their
achievement in a variety of ways including reward stickers and stamps,
sharing good work with head teacher and other members of staff.
ASSESSMENT TECHNIQUES
In our classrooms, assessment will be effective when we:
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are clear what our pupils know, understand and can do in all areas of their learning;
ensure pupils know what they are supposed to be learning, what they have achieved
and how they can improve;
regularly provide pupils with opportunities to reflect and talk about their learning and
progress;
use a range of assessment methods confidently and appropriately e.g. observing pupils,
asking questions, listening, assessing pieces of work, and administering tests;
organise the classroom and resources (including TAs) in a way which enables us to
carry out planned assessments and to recognise and act upon any unexpected
achievements of pupils;
have assessment strategies which enable us to recognise when pupils have difficulties
or are not making progress;
use assessment to decide what to do next with individuals, groups of pupils or the class.

In our school we use assessment information gained from a variety of sources to plan
appropriate work for our pupils and these include:
Foundation Stage Profile
Y2 Standardised Assessment Tasks and Tests
Y1/Y3/Y4 Optional assessment materials
Sounds and Letters checklists
Schoenell spelling test
Salford reading test
APP
RESPONDING TO CHILDREN'S WORK
The regular marking and assessment of children's work is an essential requirement of all
teachers. This will then recognise the achievements of pupils and allow teachers to record
the way in which children have responded to the task set. It informs teachers of the various
aptitudes and academic performance of pupils and informs future planning to meet the
needs of individuals. Teachers need to show when or how their comments have been acted
upon. Through this type of constant monitoring and assessment, standards are raised and
expectations can be met.
Purposes

To provide a positive atmosphere where all work is valued and all achievements are
recognised
To inform the child, parents and colleagues of progress the child has made and indicate
future targets.
To raise expectations and standards through the constant monitoring and evaluation of
children's work.
To use the information gained together with other information to adjust future teaching
plans to meet the individual needs of pupils.
To provide continuity and progression for children in our school.
To advise children on how to improve their work and give them opportunities to act upon
this.
Guidelines
All work should be dated, either by the pupil or an adult.
All work should be marked on a regular basis and reflect the intended learning targets.
Marking may include notes of verbal feedback or comments explaining or reinforcing
certain concepts and indicating their next steps.
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Written comments should be read back to pupils where appropriate.

Stickers, smiley faces or other devices may be used as encouragement or reward.
Not every piece of work would attract great depth or comment, neither should all work
attract simply a tick.
Adult's comments on children's work should always model legible handwriting, use the
agreed handwriting style whenever possible, and be written in blue or black pen suitable
for photocopying. Teachers need to give pupils precise pointers to improve their work
and encourage older pupils to indicate in their books where, and how they have
followed their teachers advice.
Corrections and comments will reflect the ability and maturity of pupils. Common errors
and high frequency words will be corrected depending on the age and ability of pupils.
High quality displays will be used to celebrate children's individual achievements.
EQUAL OPPORTUNITIES

We aim to:
ensure that teachers use assessment to cater for individual needs, including, provision
for regular and occasional special educational needs.
monitor for race and gender bias.
ensure that children with specific physical or sensory impairments are provided for.
CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Children identified with SEN or those whose needs are presently causing concern will be
periodically reviewed by the class teacher and head teacher in discussion and, as
appropriate, by involving parents, teachers and educational psychologist in discussion.
Full details of this are found in the 'Special Educational Needs Policy Statement'.

GIFTED AND TALENTED

Children identified as Gifted or Talented will be reviewed termly by the class teacher and
Gifted & Talented Co-ordinator. Full details of this are found in the G&T Policy Statement.
RECORDING ASSESSMENT AND EVIDENCE
"Recording is teachers making a record of significant attainments to inform curriculum
planning and reports to parents or others. It is not possible or sensible to attempt to record
all the information collected, much of it will, necessarily, remain in the teacher's mind."
Dearing "Final Report" 1993
Records should meet statutory requirements. They need to be accurate, useful,
manageable and easy to interpret and should:
inform future planning
inform reports to parents
inform future teachers
provide evidence for teacher assessment at the end of the key stage

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Evidence is helpful if it is kept for a clearly defined and useful purpose - e.g. to help pupils
and their parents gain a better understanding of their progress, or to demonstrate shared
standards and professional judgements (e.g. in a Record of Achievement).
In our school pupils records consist of achievement in:

Sounds and Letters

Reading (APP, reading record book)

Writing (APP)

Maths (APP)

Medium term planning key learning targets

End of Key Stage One Statutory Assessment Tasks and Tests

Year 1,3 and 4 optional SATs

Foundation Stage Profile

Baseline Assessment

ICT Assessment sheet

Pupil Profile Summary

Annual levelled writing sample

Drawing samples

Science Attainments (APP)

As previously mentioned teachers have also agreed to keep a record of any significant
achievement made by pupils (if appropriate) (Appendix E index cards)
Curriculum planning, and children's work books also become a very important record of
work covered by pupils and a selection of books are kept at the end of each year to reflect
attainment of the cohort.
CONSISTENCY OF STANDARDS
To ensure consistent interpretations of levels, opportunities should be provided for teachers
to agree interpretations of levels and make 'best fit' judgements. Standardisation meetings
need to take place on a regular basis within and between schools and should focus on a
range of work across the school/Key Stage.
These examples of work need to be collated to form a school portfolio which can then be
used to promote consistency throughout the school by forming reference material upon
which teacher assessment may be based. Exemplification of Standards material is
available on the DFE website.
TRANSFERRING INFORMATION
On transfer, present legislation requires that the headteacher sends up-to-date records to a
receiving school within 15 days of the pupil ceasing to be registered at the old school, or
within 15 days of receiving a request from the new school.
Records should enable the receiving teacher to build on a pupil's experiences and
achievements, and plan an appropriate curriculum.
From class to class we transfer:
Record of achievement
Current written report to parents
Foundation Stage Profile
End of Key Stage One SAT results
Home/school reading record book
Current Independent writing book
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 Current Maths books

Target sheet
Tracking sheets
Highlighted APP sheets in reading, writing and maths (focus children and ticky sheets for
other children
Sounds and Letters tracking grids
Phonic sheets (e.g. word lists from Sounds and Letters)
Class information sheet (current book box, etc.)

The date on which children's records should be passed to the receiving teacher will be
agreed at the beginning of the last half term.
Topic books and old work books will be sent home with pupils at the end of the summer
term.
REPORTING TO PARENTS AND GUARDIANS
It is a legal requirement that parents receive a written report at least once a year.
Written reports are sent to parents during the summer term and should:
adhere to current statutory requirements (see Key Stage One Assessment
Arrangements booklet);
take account of each child's particular strengths and weaknesses, making it clear that
the school knows and values them as an individual;
reflect all round development;
provide clear information, that parents can understand about their child's progress,
outlining strengths and the areas they need to develop;
set realistic targets for future action which will develop the partnership with parents
be based on teacher records and professional knowledge to ensure accuracy.
All parents have an open invitation to school to discuss their child's work, and this message
is reinforced in the school prospectus, in school letters and by the class teacher during
curriculum coffee sessions.
Formal parent consultations are held during the autumn term to set and review targets,
near the middle of the spring term, and opportunities are also provided for additional
consultation following the pupil's written report.
Curriculum coffee sessions are held each half term (when appropriate) to provide parents
with a projected outline of the planned teaching for each topic. Parents are encouraged to
share in their child's learning targets and help whenever possible.
USING ASSESSMENT INFORMATION AND RESULTS TO EVALUATE PROVISION AND
TRACK INDIVIDUAL PUPIL PROGRESS
(ASSESSMENT FOR LEARNING)
In order to improve our school we have begun to look at our assessment and test results to
see if:
our expectations and the targets we have set are appropriate for all pupils:
we are making progress in relation to our baseline;
there is a variation in the performance of different groups of pupils - e.g. boys and girls,
ethnic groups, additional language learners, pupils with special educational needs, more
able pupils and pupils eligible for FSM;
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some classes are performing differently;

there are variations in performance in different subjects;
our pupils do as well here as pupils in similar schools elsewhere and nationally;
there are year on year trends.

Having looked at our assessment and test results, we need to act upon the information in
terms of whole school management issues and classroom practice, and produce action
plans to achieve agreed improvements - ensuring that the school development plan reflects
our findings.
EVALUATING AND REVIEWING THE POLICY
This policy will be subject to reviews by the governors and teaching staff of this school and
account will be taken of its effectiveness.
Modifications will be made in the light of these findings as necessary, and also to
accommodate any changing legal requirements regarding assessment, recording and
reporting.
The date of the next policy review will be identified in the school development planning
cycle.

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