Assessment and results

Assessment in EYFS-The Good Level of Development (GLD)

Children are defined as having reached a good level of development at the end of the EYFS if they have achieved at least the expected level in:

  • the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and;
  • the early learning goals in the specific areas of mathematics and literacy.

The GLD measure is supported by a measure of the average of the cohort’s total point score across all the early learning goals in order to also help to promote the attainment of all children across all the early learning goals.

The levels attained by children at the end of the EYFS are allocated a number as follows: Emerging = 1, Expected = 2 and Exceeding = 3.

For each of the 17 Early Learning Goals a child is recorded as having achieved a 1, 2 or 3. Consequently it is possible to give children an overall ‘score’.

 

Assessment in Key Stage One and Key Stage Two

Reading and Maths

From September 2016, we have decided to use PIRA reading tests and PUMA maths tests from Y1 to Y6.  Reception will do the tests in the Summer Term.    The tests provide thorough coverage of the new National Curriculum Programme of Study for each year group.  This has been assured by systematically sampling KS1 and KS2 performance descriptors for English and Maths using the 2015 reading and maths test frameworks and being informed by the sample material for the KS1 and KS2 national tests.  The tests provide us with a standardised score for each child in reading and maths.  We will be using this standardised score as a baseline in October 2016 and will be able to compare and measure progress from this starting point.

Writing and Grammar, Punctuation and Spelling

We are using the Teacher’s PAL Toolkit (BC Education Ltd) and STAT (School Tracking and Assessment Tools) to assess writing and grammar, punctuation and spelling.  The Teacher’s PAL provides a rigorous and detailed planning framework and the STAT enables us to identify children working below, at and above age related expectations in writing and GPS.