After introducing a new National Curriculum in September 2014, the Government advised schools to find alternative methods of assessing children and therefore no longer using the notion of ‘levels’. Levels were introduced with the National Curriculum in 1988. They were devised with the intention of delivering an assessment system which measured pupils’ progress against a national framework.
At Kew Riverside, we view the changes as a positive challenge and a chance for us to have a more effective assessment 'conversation' about your child's learning than simply labelling ability with a number or letter.
During the autumn of 2015, we trialled a new method of assessment tracking. This new approach focuses on ensuring children fully understand the key concepts before moving on with their learning. We fully adopted this tracker in the spring 2016. Throughout 2016-17 we consulted with parents and staff and are regularly looking to improve and enhance reporting on attainment and progress.
During the school year, we produce an 'snapshot' of your child's attainment and progress each term in reading, writing and maths and for all subjects in the spring and summer. This will ensure that you no longer need to just rely on twice-yearly parent consultations to be informed about how well your child is doing. We also hold three open afternoons each year for parents to talk with their children, with their books, about their learning.
We describe the children's attainment and progress in terms of an 'Age and Stage' descriptor. Each year, the children are expected to move through these stages from whichever start point to the next year. The stages are:
To reach each stage, the children must achieve a percentage of total objectives for that year group. In this way, we are focusing on closing gaps in the children's knowledge, skills and understanding before moving them on. The expected pathway for each year group is attached.
Our Presentation, Marking and Feedback Policy and our Assessment policy are updated regularly.