St Osmund's Catholic Primary School

Love for God - Love for each other - Love for learning

We are joyfulWe are prayerfulWe are reflectiveWe enjoy working togetherWe meet every challengeWe are investigatorsWe grow together in our love of God

Assessment & Reporting at St Osmund's

 

Prior to the introduction of the National Curriculum in 2014 parents and schools had successfully used Levels as a way of reporting children’s attainment and progress. League tables and comparison tables used the Levels which children achieved at the end of Primary school(KS2) to give a judgement about how well a school performs.

With effect from June 2016 this is no longer the case. There are no Levels of attainment any more and, for the time being there is no standardised method of reporting how well a child is doing. Instead, the National Curriculum breaks learning down into each year group so there is a curriculum for each year group which all children are expected to achieve. At St Osmund’s attainment is reported as:

 

Emerging - Working below age related expectations

Expected - Working at age related expectations

Exceeding - Working above age related expectations

 

For example a child working at age related expectations in Year 5 would be reported as “Stage 5 expected”

We believe that assessment touches everything in education, from high stakes exams to everyday classroom activities. In the past, too much emphasis has been attached to how a child performs in a test, but we know that a test is only a snapshot of what a child can do. While it is important that children are confident and resilient enough to show their best in exams, we are committed to making sure that we really know and understand what helps children to make progress across a series of lessons and even within a lesson. Formative assessment is directed towards helping us to know our children, improving our teaching, informing our planning and, ultimately, having the maximum impact on pupil progress and outcomes. We are absolutely committed to “Progress for All”.

Technology can be of huge benefit to support assessment and, used correctly, it streamlines the assessment process, providing insightful, diagnostic data to improve teaching and subject knowledge and also ensuring accurate and robust results which are regularly and rigorously moderated. In this way we can be confident that all children are getting the very best provision and we know that assessment is linked to what is happening in class rather than an added burden which is one step removed from day to day learning.

At St Osmund’s we use an online assessment tool called classroom monitor which helps our teachers to track exactly what the children are learning and how much progress they make on a week by week basis. It informs planning and we are always keen to close gaps and to put in place extra support if a child is struggling. It also helps us to communicate accurately to parents at the two Parental Consultations (Autumn & Spring terms) and in the Annual written report to parents in the Summer term.