Neight Hill, Himbleton, Droitwich, Worcestershire, WR9 7LE

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01905 391231

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office@himbleton.worcs.sch.uk

Mrs Gemma Martin

Himbleton Church of England First School & Nursery

Assessment

 

Assessment at Himbleton C of E First School

Yr 1 – Yr 4

In September 2014, the government introduced a new curriculum for primary aged children. The new national curriculum is founded on the principle that teachers should ensure pupils have a secure understanding of key ideas and concepts before moving onto the next phase of learning. Progress should involve developing deeper or wider understanding, not just moving on to work of greater difficulty, this is known as learning at greater depth/mastery.

Children at Himbleton are now assessed under ‘Golden Codes’ which are linked to the expected level a child should reach in each term for their age. Once children have achieved the expected level for their year group they are provided with further challenges in order to achieve mastery.

 Y4S (Year 4 Secure)

Expected level for a Y4 pupil at the end of the summer term

Y4D (Year 4 Developing)

Expected level for a Y4 pupil at the end of the spring term

Y4E (Year 4 Emerging)

Expected level for a Y4 pupil at the end of the autumn term

Y3S (Year 3 Secure)

Expected level for a Y3 pupil at the end of the summer term

Y3D (Year 3 Developing)

Expected level for a Y3 pupil at the end of the spring term

Y3E (Year 3 Emerging)

Expected level for a Y3 pupil at the end of the autumn term

Y2S (Year 2 Secure)

Expected level for a Y2 pupil at the end of the summer term

Y2D (Year 2 Developing)

Expected level for a Y2 pupil at the end of the spring term

Y2E (Year 2 Emerging)

Expected level for a Y2 pupil at the end of the autumn term

Y1S (Year 1 Secure)

Expected level for a Y1 pupil at the end of the summer term

Y1D (Year 1 Developing)

Expected level for a Y1 pupil at the end of the spring term

Y1E (Year 1 Emerging)

Expected level for a Y1 pupil at the end of the autumn term

Table to explain the meaning of ‘Golden Codes’

The proceeding hashtags (#) relate to the extent to which the child has ‘mastered' the curriculum – i.e. the depth of understanding they display.

#1 = Knows facts, but struggles to apply these facts to other contexts or independently

#2 = Knows facts and can apply them independently in other contexts (a typical learner)

#3 = Knows facts and can apply them in depth across a range of other contexts (mastery – an able learner)

#4 = Knows facts and can apply them to a greater depth, synthesising what they have learnt to make connections across different curriculum contexts and new areas of study (mastery a more able learner)

 

Teachers are constantly assessing children’s achievements against the new National Curriculum (2014) to build a clear picture of their strengths and areas where further teaching is required. Once a term teachers will use this information to make a judgement against the age related expectation for core subjects. These judgements will be based on a variety of information sources including: ongoing formative assessments in the learning environment, core assessment tests, spelling tests and reading assessments. There are many factors that can influence children's learning outcomes, such as: a child's attendance; rate of development; attitudes to learning and conduct behaviour. During Parent Consultations held during the year your child's ‘Attitude to Learning' within the core subject domains will also be discussed and targets for development given to aid your understanding of how you can best support them moving forward.

In addition to the usual end of year report you receive, you will now also get a termly data report. This report will provide you with up to date information on your child's attendance so far this academic year and a comparison of your child's current attainment against the expected level for this point in the year. This is obviously only a ‘snapshot' of your child at school and we encourage parents to have regular conversations with teachers about how they are progressing socially and emotionally at school as well as academically. We hope this data report will provide parents and carers with additional, regular updates on their child's progress, alongside our current Parent Consultation sessions, informal discussion and dialogue with teachers as well as the end of year written reports.

 

Mrs B. Chatterton

Assessment Lead