How We Assess
At Bligh Primary School we use a range of assessment procedures to ensure the progress of each individual is tracked. This is achieved through summative (tests) and formative (ongoing assessment) assessments as an ongoing tool for teachers to inform their future planning.
Summative Assessment Procedures
- EYFS use the baseline and end of year EYFS profile
- Years 2 and 6 - End of Year Age Related Assessments
- Year 1 Phonics Assessment
- Year 2 Phonics Assessment
- Year 4 Multiplication Check
We use the termly low stakes (excluding EYFS) tests as part of our Summative assessment as well to calculate the stage at which an individual is working. These are the age related expectations:
Stage 1- Year 1
Stage 2- Year 2
Stage 3- Year 3
Stage 4- Year 4
Stage 5- Year 5
Stage 6- Year 6
For each Stage there are three possible expectations, age expected, below expects , at age expected.
Where children are learning at a stage above their age related steps, they have access to the learning above their stage to ensure they are challenged appropriately.
For children who are working below their age related steps, they will be working from a curriculum that is appropriate for their ability.
Formative Assessment Procedures
- Reading through Accelerated Reader
- Maths Learning assessments
- Writing through teacher assessment and various moderation opportunities
- Marking including live feedback
- Assessment for Learning techniques e.g. exit quizzes, hinge questions, white board work, post-it notes, jam boards.
- Planning annotations and ongoing teachers assessment
- End of Year age related assessment for Gap Analysis purposes
- EYFS use ongoing observations and informal assessment to inform planning
At the end of each long term (three times), children take an age related assessment. These assessments are used for Gap Analysis purposes. This information is then used to enhance the learning through prioritisation and adaptive learning/resources.
Using all of these assessment procedures means learning is tailored to the individual needs of each child.