At Charlesworth, we believe that careful monitoring of progress ensures that the challenge is matched to the child’s individual needs and appropriate targets are set in reading, writing and maths to ensure that all children make good progress. These targets are then discussed with the children so that they can play a full part in their own learning.
Reception children follow the Early Years Foundation Stage Curriculum and are assessed against the EYFS profile in an ongoing process using an on0-line tool (Tapestry). This allows the staff to capture learning as it happens in the form of photographs, comments and pupil work. This can be shared regularly with parents and forms an accurate picture of the Child’s learning journey.
For children in Year 1 who have only just started the Key Stage One National Curriculum, attainment and progress is evaluated by teacher assessment and recorded against the set of Y1 objectives defined by the school in each are of the curriculum (see the curriculum page). Their final attainment at the end of the year is determined by a combination of teacher assessment and set of end of year tests.
All other children, are assessed by termly year group tests (reading, maths and grammar/punctuation) and a set of writing tasks. This is combined with ongoing teacher assessment against the year group objectives. This helps to inform the targets set for each child in order to ensure their continuous progress. In addition, in Year 2 and Year 6, the children will sit the National Key Stage Assessment Test (SATs).
The outcomes of assessments include a judgement whether or not they are meeting the expected standard for their year group or whether they are working at a higher level. The results of assessments and the child’s progress are reported termly either in the form of Pupil Progress Cards (Autumn/Spring) or an end of year report (summer). In addition, there are opportunities each term for parents to discuss their child’s achievements at the parent evenings.
Expectations are high and children are constantly challenged to reach their full potential in all areas of the curriculum.