Assessment @ Water Street

At Water Street, assessment is at the heart of our teaching and learning. Assessment is not just about testing! The main reason teachers assess pupil's learning is to plan future lessons. There are three different types of assessment @ Water Street:

  • Day to day assessment, this is embedded into classroom lessons and activities through teacher questioning, quizzes and other tasks. This is also called formative assessment - indicating what is already known and what gaps may exist in skills or knowledge. If a teacher and pupil understand what has been achieved to date, it is easier to plan the next steps. As the learning continues, further formative assessments indicate whether teaching plans need to be amended to reinforce or extend learning.
  • Water Street Summative Assessment, Summative assessment sums up what a pupil has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. At Water Street this usually takes place every nine weeks - four times per academic year. 
    A summative assessment may be a written test, an observation, a conversation or a task. It may be recorded through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the assessment will show what has been achieved. It will summarise attainment at a particular point in time and may provide individual and cohort data that will be useful for tracking progress and for informing teachers, governors and parents.
    Further information is listed below.
  • National Testing & Assessment, such as Year 1 Phonics Screening, Key Stage 1 & Key Stage 2 National Curriculum Tests. These are compulsory for all primary aged pupils. Further information below.

Water Street Summative Assessment:

 We have developed a system which supports both the children’s learning and progress, along with supporting teacher knowledge and understanding of the key learning objectives in the National Curriculum.

  • Our pupils can develop their learning, recognise the progress they have made and achieve all that they are capable of.
  • Parents can support their children with their learning at home.
  • Teachers can use it daily to inform their planning and to help them to identify individuals who need more support or challenge.
  • School leaders and governors can use it to ensure high standards, rigorous accountability and to allocate resources

Our Assessment system explained:
At Water Street we have developed our own, individual assessment system, which is bespoke to our school.  Our system allows us to know exactly where each individual child is in their learning. We use it on a daily basis to inform the teaching and learning taking place in every lesson.

How it works:
At Water Street , we have adopted 6 stages of performance against each Year Group Objective (Skill). If a child is working within+secure  or secure+  for  an objective by the end of the year, this will mean that they have achieved the National Expectation for that objective.

  1. Beginning (B)  
  2. Beginning + (B+)
  3. Working Within (W)  Working Within, but not yet achieved,  the National Standard 
  4. Working Within + (W+)   Achieved The National Standard, but not fully secure
  5. Secure (S)  Achieved and is secure at The National Standard 
  6. Secure (S+)  Achieved and consolidation of The National Standard. Pupils have attained a more thorough and wide ranging grasp of the content and concepts

How do we use and track our children's progress:
Teachers assess the children against the Key Learning Objectives from the National Curriculum. This is recorded at the front of maths and English books on year group objective grids. This is then recorded on Water Street's online tracking program.

Pupil Progress Meetings:
Every nine weeks,  teachers meet with the Senior Leadership Team to discuss the assessment, progress and attainment of the children in their class. The way that teachers report at pupil progress meetings links to how we assess our children’s progress. 

Our assessment judgements are moderated throughout the year both within school and with other local schools, to ensure that they are accurate. We then use assessment outcomes to help our children to continue to move on in their learning.

How we keep parents/carers informed:
During parents evenings over the year, we talk to parents/carers about assessment so that they understand where the children are in their learning, what progress their child has made and how they can continue to support their child's learning at home.
We are also happy to see parents/carers at any point during the year, if they have any questions or queries regarding their child's progress.  

National Assessments:

A further aspect of our school assessment procedures include National Assessments that take place at key points during a child's primary school education. These are compulsory for pupils:

  • End of Early Years Foundation Stage (EYFS) 
    The Early Years Foundation Stage (EYFS) Profile is a report of your child’s development and achievement at the end of the Reception year. There are three main objectives: to inform parents about their children’s development, to ease the transition to Key Stage 1, and to help Year 1 teachers plan for the year ahead to meet the needs of the entire class.
  • Year 1 Phonics Screening Check:
    The Phonics Screening Check is meant to show how well your child can use the phonics skills they’ve learned up to the end of Year 1, and to identify students who need extra phonics help. The Department for Education defines the checks as “short, light-touch assessments” that take about four to nine minutes to complete.
    The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but don’t mean anything – your child will need to read these with the correct sounds to show that they understand the phonics rules behind them.
  • End of Key Stage 1 Assessments (Year 2)
    The first time you hear the word SATs mentioned will likely be when your child enters Year 2, which is the end of Key Stage 1.  SATs are a series of assessments in maths and English, carried out in two stages during your child’s primary education. Key Stage 1 SATs consist of formal assessments in maths and reading that take around 3 hours in total to complete, plus informal assessments in science that take place throughout the year. SATs are just one aspect of the Key Stage  1 assessment process. Your child's teacher will be taking all their work in Years 1 and 2 into consideration in order to build a full, accurate picture of how well your child is doing. The full, teacher-assessment report about your child's progress in maths, English reading, English writing and science should be sent to you by the end of the summer term. English and maths papers completed by pupils at the age of seven (Key Stage 1, Year 2) are marked by the class teacher. Some papers may be sent to the local authority (North Yorkshire County Council) to be moderated to make sure marking is consistent. Science is teacher-assessed only.  
  • End of Key Stage 2 Assessments (Year 6)
    At the end of Year 6, children sit tests in:
    Maths (3 papers)
    Spelling, punctuation and grammar
    These tests are both set and marked externally.  Your child’s marks will be used in conjunction with teacher assessment to give a broader picture of their attainment.
    In addition to the above pupils receive a 'teacher assessed judgement' for reading, writing, maths and science.