Assessment is the way in which the school keeps track of what pupils have learnt and the progress they have made. At Canonbury, the teachers continuously assess the pupils. Effective assessment influences the motivation and self esteem of pupils, thus having a big impact on learning. It also allows teachers to plan for children’s strengths and weaknesses.
Children at Canonbury are encouraged to reflect and evaluate their own learning and also to support and evaluate each other’s learning. Our vision is to develop independent learners, thus we believe pupils should be able to assess themselves and understand how to improve.
Assessment at Canonbury takes place at three levels:
• Ongoing assessment – These assessments take place in every lesson through questioning and discussion with the pupils, and marking of their work.
• Medium-term assessment – At the end of each half term, an assessment of children’s progress in all subjects take place. This is in the form of ‘Teacher Assessments’, where the teacher is making a judgement based on consistency of work in lessons and a test.
• Long-term assessment – During May of each year, children in Year 2 and Year 6 take the Statutory Assessment Tests and Tasks (SATs) in reading, writing and maths. At the same time, children in Years 3, 4 and 5 will take the optional QCA (Qualification and Curriculum Authority) tests.
• Children in the Foundation Stage (Nursery and Reception) are assessed against areas of the curriculum using Development Matters and the Foundation Stage Profile.
Reporting to Parents
At Canonbury we strive to work in partnership with all our parents. We encourage them to be actively involved in their children’s learning. We enable this to happen by:
• Holding parent consultations in the Autumn and Spring terms. The consultation is for teachers to tell parents about their child’s progress. Parents are given opportunities to look at their child’s work, discuss their progress and ways to support their child at home. At the end of the academic year, in the Summer term, parents receive a written report about their child’s progress in all subject areas.
• Encouraging parents of children with Special Educational Needs to meet with the SENDCO and attend annual reviews.
• Teachers being available for meetings by appointment at a mutually convenient time.
• Holding whole school parent briefings to disseminate information regarding educational topics, changes in school practise and curriculum updates.
James Wiltshire, Director of Standards and Leader for Assessment