Assessing Progress

We developed a curriculum at De Beauvoir which ensures children have a broad range of knowledge, skills and understanding. Above all we try to ensure they enjoy their learning and make progress. Assessing how children progress against the requirements of the National Curriculum informs teacher planning.

Children’s work is assessed both formally and informally at appropriate stages. Teachers use formative (ongoing) and summative (test) assessment. Teachers and support staff continuously monitor and evaluate children’s progress in all subjects through marking, feedback and observations. Children are encouraged to play an active part in assessing their own progress and setting targets.

We have developed a system of recording and analysing assessment information with our partner schools in the Primary Advantage Federation. It involves a series of Fundamentals which children are expected to meet by the end of each academic year. The Fundamentals are shared with all staff, children and parents and are referred to regularly. The Fundamentals currently cover the core subjects and science; they will soon cover RE and humanities too.

We use Pupil Progress Meetings, year team and phase meetings to set appropriate work and to provide additional support if necessary. For more information on how the new measures for a pupil’s progress view the Primary school progress measures leaflet

2019 National Curriculum Tests – Information for Parents

Primary Progress Scores: What they mean to parents

Teaching, Learning & Assessment

Although the Primary Advantage Federation is a diverse group of schools, at our core we share the following beliefs about teaching, learning and assessment:

• Children should not just learn but develop the attributes that allow them to be great learners and thinkers.
• All children have the opportunity to access and master all learning; it is our job to ensure that all children are enabled to do this.
• Children should not just attain against National Curriculum objectives but should achieve through deep learning experiences.
• Our rich curriculum should be delivered through carefully crafted sequences of learning.
• Individual lessons are precisely structured in order to create learning, not deliver teaching.
• Our classroom practice is based on sound pedagogy and the belief that children learn best through collaboration and enquiry.
• Assessment in all its forms is at the heart of teaching and learning; it gives direction and impact to what we do.

Because we are a diverse group of schools, the implementation of the policy and the use of the tool kits are underpinned by each school’s ethos, values and distinctive character. View the Federation Teaching, Learning and Assessment Policy.