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Eleven before Eleven!
At Leiston Primary School we informally and formally assess children so that we can provide the best possible opportunities and support for your child’s learning throughout their time at primary school. We will assess each child when he/she enters school and this information will be built upon throughout their time with us and shared with their new teachers as part of their transition between year groups. We currently use one core assessment package which supports entry, analysis and sharing of pupil progress and attainment data through Early Years and Keys Stages 1 (Years 1 and 2) and 2 (Years 3, 4,5 and 6). We also support children with self-assessment; knowing where they are doing well and what they need to do next to move their learning forward. This process of feedback and improvement allows children to map their our development which they are then able to discuss on a daily basis and add their feelings to the termly reports to parents and carers.
Every child’s progress is closely monitored at Leiston Primary School in order that we can provide the best possible opportunities and highest levels of support. When your child starts nursery, staff will informally monitor his/her development and keep detailed records. This information is shared with families and either transferred to the reception class or to the child’s new school. Nursery children have their own scrap book which you are encouraged to use to further show the work they do at home and to help with their teacher’s understanding of their learning.
Children continue to be assessed in the reception class where staff will add information to an assessment profile for each individual. Insights will be shared at parent’s evenings.
All children in Year 1 will participate in a phonics check. This assessment will be administered by Mrs Norman. Results are included within the Year 1 end of term report. If a child does not reach the expected standard at the end of Year 1 strategies are put in place to support their phonetical development for the recheck at the end of Year 2.
Children in Year 2 and Year 6 are assessed during May. The results of these assessments are reported annually to the parents. From 2016 children are being assessed against new expected standards nationally. Broadly the terms you may see used are 'working towards the expected level, working at the expected level and working at a greater depth within the expected level'. The test scores which children achieve are then related to a standardised score with 100 being the 'Expected Level'. It is these standardised scores with which a school is monitored by the Department for Education.
Children in Year 2 will have tests in Reading, Spelling, Punctuation and Grammar (SPAG), and Maths which will provide a standardised score for each subject. The SPAG result will inform the teacher of the child’s overall writing performance descriptor. This is marked internally by staff.
Children in Year 6 will have tests in Reading, SPAG, and Maths which will provide a standardised score for each subject. The SPAG result will inform the teacher of the child’s overall writing performance descriptor. This is marked externally. There may also be a Science test and the Department for Education will inform schools if they are to take this test at some point in the future.
Avocet Academy believe that moderation is key in developing high expectations of children's work and also a teacher's professional development through dialogue with peers. We hold regular moderation with staff from both within and from outside of the Academy including Year 6 moderation with our partner Secondary Schools.
We aim to provide feedback to children through marking so that they have specific advice about how to improve to their work. Children are given time to read and review their work following marking and respond to teacher feedback. Where possible staff will discuss work with a child. In this case we will mark (VF) for Verbal Feedback in their books. We believe that discussing work with pupils is one of the best ways to address misconceptions (on both sides) and so move learning on.