What are the National Curriculum Standards?
In September 2014 the Department for Education launched a new National Curriculum which raised expectations in some subjects and introduced new areas of learning into others. They asked schools to phase out the National Assessment System using Attainment Levels and introduce their own new assessment systems.
At St Mary’s CEVA Primary Schools we believe that assessment is fundamental in the progress and attainment of all pupils. The following principles underpin our school’s Assessment policy outlining how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.
At St Mary’s CEVA Primary School we believe that:
- Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest and the outcomes are used in ways that minimize undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
- Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
- Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.
The Age Related Expectations (AREs) Assessment System:
We use an assessment programme developed by South Gloucestershire L.A. It is made up of Age Related Expectations (AREs) as outlined below:
- Writing, Maths and Science for Years 1,2,3,4,5,6.
- Assessment uses the language of: Emerging, Developing or Secure to show your child’s attainment. Children are assessed against a broad range of statements and must demonstrate they use and apply the necessary criteria across a range of tasks and contexts before the statements are achieved.
- A child is Emerging (E) when they have a good understanding of around 16% to 49% of the programme of study for their year.
- A child is Developing (D) when they have a good understanding and knowledge of around 50% to 70% of the program of study for their year
- A child is Secure (S) if they have a good understanding and knowledge of over 70% of the programme of study for their year and up to 15% of the following year’s programme.