Assessing Pupil's Progress
Children learn at different rates, and may progress in one subject area at a faster rate than another. Teachers regularly monitor each child’s progress through the National Curriculum, using level descriptors. Children may enter school working towards Level 1, and Level 4 is the average attainment (nationally) for a child leaving Year 6. Children achieving Level 5 or above are performing well, above expectation for their year group.
All pupils are supported or challenged to make the best progress they can in all areas of learning, and so these levels may vary between individual children. It is the measure of progress each child makes that is really important in ensuring all pupils are engaged and motivated by their learning.
Average progress is often less than one level per year, and children may spend a long time consolidating and working towards the next level. This is normal and teachers therefore plan work according to the child’s needs and abilities.
Children who join the school in Reception are observed to ascertain their strengths and areas for development and this, along with discussions with their pre-school setting gives teachers a broad outline of how to plan to cater for their individual needs. They are assessed at the end of their Reception year, which marks the end of the phase of Early Years Foundation Stage.
Pupils who join the school in subsequent years are assessed in various ways to determine the best way of progressing their learning within Coaley School.
During terms 5 and 6 children will be formally assessed through National Assessments.
Children aged seven (end of Year 2) and eleven (end of Year 6) will take statutory assessments (SATs) in English and Mathematics and their parents will be informed of the level that has been attained.
Children aged six years (end of Year 1) will undergo theNational Phonics Screening test and parents will be advised of whether they have passed this, or whether intervention work is required.