High academic standards and a rich and varied curriculum, delivered through an individualised approach, encourage our pupils to do their absolute best in everything they do. Assessing the young people within our school is vital to ensure they are progressing appropriately and achieving their full potential.
Computer-based Tests
All pupils (Years 1-6) undertake computer-based tests when they join the school and within the first few weeks of each new academic year. Pupils are assessed in these six key developmental areas which research shows are linked to later academic outcomes:
- Reading word recognition, decoding, and comprehension
- Spelling
- Mathematics, includes counting, arithmetic, fractions, patterns, algebra, measures, shape and space, and data handling
- Mental Arithmetic addition, subtraction, multiplication, and division
- Developed Ability picture vocabulary and non-verbal reasoning
- Attitudes pupils’ attitudes to reading, maths, and school
These assessments generally begin with reasonably easy questions and then use the child’s responses to decide whether to progress to more challenging questions or to revert to easier ones. This means that the assessment is tailored to a child’s ability. Each individual is challenged at a level which is appropriate to them, resulting in an experience which is motivating and enjoyable.
The system can help teachers identify an individual’s strengths and areas for development, spot the more able and gifted as well as those who may need additional support. The information is also used to inform decisions such as target setting.
Formative and Summative Assessment
Attainment and progress are measured by each teacher for each pupil using a combination of formative and summative assessments.
PIRA (Progress in Reading Assessment) and PUMA (Progress in Understanding Mathematics Assessment) are completed each term. Teachers use this data alongside ongoing assessment to track children’s progress on Target Tracker. Teachers assess against Key Performance Indicators (KPIs) that align with the National Curriculum.
Pupil Progress meetings are held regularly to ensure all children are being suitably supported or stretched and challenged.
Children’s attainment is reported to parents termly.
Reporting
Each academic year every pupil in the Prep School receives:
- Two grade cards
- One full report
- Two parents’ evenings
The grade cards and report give detailed information about the development of each child’s progress and attainment over each term as well as their next steps with a particular focus on Reading, Writing and Maths.
Grades are based on teacher assessments, with standardised tests in core subjects of Reading, Writing, and Mathematics which are used to track independent progress. Progress in these subjects is monitored through Target Tracker, which ensures consistent tracking and identifies any learning gaps for targeted intervention and additional stretch and challenge.
The grade assessment descriptors can be found below.
| Assessment Grade | Description of Grade |
| Mastering | Pupil is consistently working in their Year group’s age-related expectations at greater depth. They can apply their secure knowledge consistently, confidently and fluently. |
| Secure | Pupil is consistently working in their Year group’s age-related expectations. They may also be working at greater depth on occasion. |
| Developing | Pupil is working within their Year group’s age-related expectations for most of the time. |
| Emerging | Pupil may be beginning to work towards some of the age-related expectations in their current age group, but they are not yet meeting age-related expectations. |
Approach to Learning
The pupils’ effort (approach to learning) is also assessed and reported upon, using the following descriptors:
| Excellent |
|
| Good |
|
| Satisfactory |
|
| Unsatisfactory |
|
