Monitoring Pupils’ Progress and Attainment
The progress of children at Millbrook Combined School and Nursery is continually monitored and assessed in a variety of ways. The main purpose of assessment is to find out what children know, understand and can do in order to help teachers plan the next stages of their learning. Ongoing records of achievements are kept for each child. The results of assessments are recorded and this information is used to guide curriculum planning and inform the children’s annual reports.
In the Early Years and Foundation Stage, staff record observations of pupils’ achievements in individual ‘Learning Journeys’ and assess against the Early Learning Goals.
Throughout the school pupils are assessed by the classteacher both formatively (through observations, questioning and by moderation of pupils’ work) and summatively (through periodic tasks and tests).
Teachers formally record pupils’ National Curriculum levels of attainment on (at least) a termly basis. This enables the Headteacher, senior teachers and the Governing Body to carefully track the progress of children. Where a child makes slower progress than is expected, interventions are put in place and carefully monitored in order to overcome any barriers to learning and to accelerate progress.
Pupils in Year 1 will undertake a Phonics Screening Test.
At the end of Key Stages 1 (Year 2) and Upper Key Stage 2 (Year 6) when children are aged 7 and 11 years old their attainment is assessed. This is done in two ways. Teachers assess children’s attainment and progress in lessons, these are known as teacher assessments. In addition, children of these ages will take Standardised Assessment Tests (SATs) to provide a snapshot of their attainment in English and mathematics. Children are required to sit tests in science at 11 years.