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Assessment & School Data

Assessment at Backworth Park Primary

Following the introduction of the new National Curriculum, schools have no longer used the system of levels, which had been in place for a considerable time.  The new National Curriculum sets out clearly the expectations at the end of Key Stages and in English, Maths and Science has detailed guidance as to which year group within the Phase, this content should be covered in, but not how progress should be assessed.


At Backworth Park, a range of assessment materials are used, including the North Tyneside Assessment Guidelines (NTAGS) for Reading, Writing and Maths, alongside commercial resources to help teachers to plan and teach a rich, challenging curriculum and assess pupil's progress. We also participate in cross-moderation within our own school and with other schools to ensure that the judgements we make are robust and secure.  Schools are also selected to be externally moderated by the Local Authority on a rolling programme.  


Assessing each child against Year Group expectations:

All staff use formative assessment on a daily basis within lessons and give verbal and written feedback at an age-appropriate level to children, so that children know how they are achieving and how to improve in their learning.


Progress in Early Years is assessed against the Early Years Outcomes and Developmental Matters framework, which identifies typical behaviours/learning in age-bands, across 7 areas of learning.  Assessment is on-going throughout Early Years, and regularly reported to parents, culminating in statutory assessment against the Early Learning Goals at the end of a child's Reception year.  These statutory outcomes are also reported to the Local Authority and nationally.


Within Key Stages 1 and 2 teachers assess pupils against the expectations set out in the 2014 Primary Curriculum.  The terms ‘Developing’, ‘Secure’ and ‘Exceeding’ are used to describe a pupil’s understanding of the curriculum for their year group.  Whilst the expectation is that most pupils will be working securely within their age-appropriate curriculum by the end of the academic year, we recognise that each pupil is an individual and that learning does not often take a linear path. Some children may be working below their appropriate age group’s curriculum and require targeted teaching for specific gaps in their knowledge.  If a child was working at the early stage within the objectives for their age, they would be assessed as 'developing'. If they demonstrated that they were working confidently with most objectives for their age-group, they would be judged as ‘secure’; some children may demonstrate a deeper level of  understanding and then be described as ‘exceeding’.  Pupils may stay on their chronological year group’s curriculum for longer rather than moving on to the next year’s curriculum as they could with the old National Curriculum levels.  A small number of pupils may demonstrate their knowledge and understanding independently and confidently in a variety of contexts, including applying their skills across the curriculum, and may be described as showing ‘mastery’. 


Assessment is carried out half-termly against learning targets taken from the curriculum objectives for the appropriate year group that the child is following.  Progress is regularly tracked to ensure that appropriate pace is being kept and where additional support or interventions are needed to accelerate pupil progress.  Written tests are undertaken in certain year groups to support teacher assessment judgements and identify next steps for learning.

Assessment outcomes are reported to parents in Target Setting meetings and Open Evenings and formally in Annual School Reports issued at the end of the Summer Term.  


Statutory Assessments:

In addition to the EYFS assessments in Reception, statutory assessments are undertaken:

  • Year 1 Phonic Check: At the end of Year 1, children are required to be assessed on the Phonic Check.  They are required to read 40 words (20 real/20 pseudo) to demonstrate their ability to decode and blend.  Should a child not achieve the expected pass mark in Year 1, they are re-tested at the end of Year 2.
  • Year 2 SATS: Children are teacher-assessed in Reading, Writing, Mathematics and Science and judgements made as to whether they are working at the expected standard for their age.  Children also sit written tests; in 2016 children undertook new written tests in Reading, Mathematics and Spelling, Grammar and Punctuation (SPAG) and were given a standardised score.  Teacher assessment outcomes are reported to parents and to the Local Authority and nationally; test outcomes can be reported to parents if wished.
  • Year 6 SATS: As in Year 2, children continue to be teacher-assessed in key subjects, and also sit strictly timed tests in Reading, Mathematics and SPAG; however, whilst both teacher-assessment and test outcomes are reported to parents, to the Local Authority and nationally, in Year 6 it is the test outcomes which are used as the measure that schools are held to account for, rather than teacher assessment judgements.  In 2016 Year 6 undertook new more difficult written tests in Reading, Mathematics and Spelling, Grammar and Punctuation (SPAG) and were also given standardised scores for each subject. 
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