Assessment
What is Assessment?
Assessment is an important tool that we use at Kerem to inform our teaching and ensure that the pupils are making progress.
Assessment in the Early Years
Teacher Assessments - To cover all the early learning goals teachers continually assess how pupils are progressing. This is called formative assessment. They are checking understanding of new concepts and the consolidation of knowledge and skills in the 17 areas of learning. Teachers use observations of child initiated play, oral and written work to gain a better understanding of how pupils are progressing and plan appropriate personalised next steps. All of this information feeds into final ‘teacher assessments’ which are made at the end of each term.
In addition to this on entry to Nursery teachers do a baseline assessment which is linked to ‘Birth to 5 Matters.’ On entry to Reception teachers do a baseline assessment, which links to the ‘Early Learning Goals’. This information is gathered via one to one work with each child and through observation of child initiated play. This data is analysed in order to inform future teaching, necessary interventions and children who require further stretch and challenge.
Sharing this assessment information with parents
There are a number of scheduled occasions where pupil data will be shared with parents. In the autumn and spring terms, this information is shared orally and in a written report at the focus meeting. In the summer term, this is shared in a written report.
Reception’s Assessment Terms and Definitions
Working Below (WB) | This means that a child is working below the expected age band. |
Emerging (EM) | This means that a child is beginning to work within the expected age band. |
Expected (EX) | This means that a child has met the expected level for their age band. |
Exceeded (EXC) | This means that a child has met all of the Early Learning Goals |
Assessment in Years 1-6
Teacher Assessments - For every subject that is taught, in each lesson, teachers are assessing how pupils are progressing. This is called formative assessment. They are checking understanding of new concepts and the consolidation of knowledge and skills. Teachers use written and oral work to gain a better understanding of how pupils are progressing and plan appropriate personalised next steps. This is used to inform the direction of the next lesson. All of this information feeds into final ‘teacher assessments’ which are made at the end of each term.
Formal Assessments - In the autumn and summer term we use published, nationally standardised assessments to monitor how the pupils are progressing. These are called Summative assessments.
- English and Maths in Years 1-6 (summer term only in Year 1 and autumn term only in Year 6)
- Verbal Reasoning in Years 4-6 (summer term only in Year 4 and autumn term only in Year 6)
- Non Verbal Reasoning in Years 5-6. (autumn term only in Year 6)
The published English test covers reading, spelling, punctuation and grammar. We also carry out an assessment of creative writing.
In foundation subjects (science, JS, humanities, PE, music, art, design and technology, Ivrit) end of unit assessments are used to assess the children's understanding of the knowledge that they have learnt and to what to degree they have developed the skills taught. These assessments are carried out in an age appropriate and subject specific manner. In the Lower School often the children will not know they are completing an assessment. In the Upper School children will often know that they having an assessment or are completing a piece of work to show all that they have learnt over the course of a topic. They may be given homework or class time to review previous work so that they begin to learn how to revise prior to assessments.
Hebrew reading is assessed on a continuous basis. A formal assessment is done at the beginning of the school year and at the end of every term.
As with formative assessments, the data from summative assessments is analysed in order to inform future teaching, necessary interventions and children who require further stretch and challenge.
Sharing this assessment information with parents
There are a number of scheduled occasions where pupil data will be shared with parents.
Autumn Term Shared orally and in a written report at parents’ evening | Spring Term Shared orally and in a written report at parents’ evening | Summer Term Shared in a written report | |
Year 1 | Teacher assessments | Teacher assessments | Teacher assessments |
Year 2 | Teacher assessments | Teacher assessments | Teacher assessments |
Year 3 | Teacher assessments English and maths nationally standardised assessment scores | Teacher assessments | Teacher assessments English and maths nationally standardised assessment scores |
Year 4 | Teacher assessments English and maths nationally standardised assessment scores | Teacher assessments | Teacher assessments English and maths nationally standardised assessment scores Verbal Reasoning nationally standardised assessment scores |
Year 5 | Teacher assessments English and maths nationally standardised assessment scores Verbal and Non Verbal Reasoning nationally standardised assessment scores | Teacher assessments | Teacher assessments English and maths nationally standardised assessment scores Verbal and Non Verbal Reasoning nationally standardised assessment scores |
Year 6 | Teacher assessments English and maths nationally standardised assessment scores Verbal and Non Verbal Reasoning nationally standardised assessment scores | Teacher assessments | Teacher assessments |
Assessment Terms and Definitions
Teacher Assessments
The statements below are based on national descriptors for each year group. The information given will tell parents whether a pupil is achieving the nationally expected standard.
Term | Definition |
Working Towards Expected | This means that a child is working towards achieving the expected level for a child of their age. They have not achieved it yet. |
Working At Expected | This means that a child is working at the expected level for a child of their age, however they are not yet secure in all areas. |
Securely At Expected | This means that a child is securely meeting the expectations for a child of their age. |
Working Beyond Expected | This means that a child is working beyond the expectations of a child of their age. |
Working Significantly Beyond Expected | This means that a child is working significantly beyond the expectations of a child of their age. |
Formal Assessments
For English, maths, Verbal and Non Verbal Reasoning, these assessments are externally marked and scored based on national standards. The score given is standardised which means that it is calculated based on the exact age a pupil was when they took the test. The information given will tell parents whether a pupil is achieving the nationally expected standard for their age.
Score | Meaning |
Less than 74 | Very Low |
74-88 | Significantly below average |
89-96 | Below average |
97 -110 | Average |
111-125 | Above Average |
126-130 | High |
131+ | Very High |
Whilst there are set times of the year when we will communicate with parents about both formative and summative assessment, all parents should know that if there is ever a time outside of these times where we feel it is important to, then a member of staff will be in touch to discuss a pupil’s progress. Similarly, parents can contact the school at any time should they wish to.
