Skip to content ↓
home

 

Effective teaching is only possible when the teacher has an accurate and detailed knowledge of where a child is in their learning journey.  This is made possible by effective assessment.  At Cippenham School we clearly differentiate between two primary forms of assessment: Assessment for Learning and Assessment of Learning.

Assessment for Learning happens day in day out – an adult, when working with a child or looking at their work, will assess where they are in their learning and identify any misconceptions and next steps which they address either in the moment or through planning.  In class, this assessment for learning is achieved through questioning, discussion, observation and group work.  A key feature of assessment for learning is feedback – where children are told what they have done well and what their next step is.  This feedback can be given verbally or in writing.

Assessment of Learning is when a child’s knowledge and understanding is assessed against set criteria.  Often but not always, these criteria are linked to Age Related Expectations, (what children of the same age nationally are expected to know and understand).  When Assessment of Learning is particularly effective it can also be used as Assessment for Learning as gaps in learning identified can be included in future planning.

 

Assessment of Learning schedule at Cippenham School:

Reception

Assessment in Reception is primarily teacher assessment against the seven areas of learning in the Statutory Framework for EYFS (2017), using the Development Matters non-statutory guidance to inform teacher judgements as to whether pupils are developing typically for their age in each area (Age Related Expectations).  Assessment is ongoing, but key assessment points in the year are December, March and June.

After each of these assessment points, teachers will meet with members of the Senior Leadership Team for pupil progress meetings in which the progress and development of each child and of the year group as a whole is discussed and any interventions and focus areas for year group planning agreed.

Year One to Year Six

Assessment is ongoing but key assessment points in the year are December, March and June.  At these points, children will complete a short reading and maths assessment.  These assessments provide a standardised score, which allows staff to see how each child is performing in each area of the curriculum compared to the national average for their cohort (Age Related Expectations).  For writing, teachers will assess a range of each child’s recent writing against the writing assessment criteria for their year group (Age Related Expectations).

After each of these assessment points, teachers will meet with members of the Senior Leadership Team for pupil progress meetings in which the progress and development of each child and of the year group as a whole is discussed and any interventions and focus areas for year group planning agreed.