Assessment which informs teaching and learning is a key feature in the children’s education at Stanford Junior and Infants School. A range of assessments are employed to ensure the most effective learning opportunities are provided for the individual child throughout their time in school in order to ensure each child meets their full potential and that there is a continued raising of standards.
We believe that children make the best progress when they are fully involved in the assessment process, are clear about the learning intentions and know what they need to do in order to take their next steps. Our assessment process involves Assessment for learning (Formative) as well as Assessment of learning (Summative) .
The purpose of our assessment is-
- To involve each pupil in their learning and encourage them to take responsibility in moving on to their next steps through reflective learning and target setting.
- To use a range of Assessment for Learning tools effectively such as peer tutoring, success criteria, partner talk, clear objectives, reflective learning, self- assessment and quality feedback/marking.
- To inform focused teaching and learning outcomes that meet the needs of the individual child.
- To provide evidence through the tracking of pupil progress which will identify trends, development needs and resource allocation in order to support school improvement and value added indicators.
- To impact on the raising standards of achievement throughout the whole school in English, Mathematics, Science, ICT and the other foundation subjects
- To provide information to enable the school to report to parents, building a partnership between pupils, families and teachers in developing each child.