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Crawley Green
Infant School

Valuing the individual and celebrating achievement

Valuing the individual and celebrating achievement

Assessing and Tracking pupils

ASSESSING AND TRACKING PUPILS’ PROGRESS

From September 2014 how schools assessed children’s progress and attainment changed for Key Stage 1.

EYFS remains the same at present.

The New Curriculum requires that schools no longer use the ‘Level’ system

Read here to find out how Crawley Green assess and track pupil’s learning to ensure your child makes good progress throughout their time with us.

Tracking Progress in Key Stage 1 (Years 1 & 2)

The new National Curriculum has been written to give Age related expectations (ARE) for the end of each school year. As children travel from Year 1 to Year 2 in our school, they will be tracked against the Age Related Expectations. At Crawley Green Infant School these are numbered bands. The bands give the level of attainment against National Curriculum statements.

Year 1 is band 1 and Year 2 is band 2.

Because all children are individual and develop at different rates and have differing needs, they will work in the band which is appropriate to them to make sure that learning makes sense. Extra help or challenge is given to make sure they are learning at the right levels.

Progress within bands:

As children develop through each Band, we track their progress very carefully. Each Band is broken into 3 steps which roughly represents a term’s progress. Over the year the steps are called: ’Beginning,’ (B) ‘Within’ (W) and ‘Secure’ (S)*

Year

Autumn

Spring

Summer

1

1 B

1 W

1 S

2

2 B

2 W

2 S

Teachers can break down each step further, into two in order to tightly track children’s progress and ensure they are constantly moving forwards and building on their previous learning. The extra steps are denoted with a ‘+’

So 1B+ would show a child has an excellent basis to begin band 1, and teachers will be ready to move them to 1W.

1W+ shows a child is working very well within Band 1, and teachers will be looking to move them to 1S.

1S+ would show a child is very secure at band 1, and teachers will be preparing them to move to Band 2.

This gives a total of 6 steps for a year. Where ever children begin their learning in September we expect them to make roughly 6 steps progress. So if they start Year 1 at 1B, we generally will expect them to be at 2B at the end of Year 1. If they started Year 1 at 1W+ we would expect them to be at 2W+ by then end of Year 1 and so on.

Tracking Progress in the EYFS

Children in the EYFS continue to be tracked on the Development Matters bands of the Early Years Foundation Stage Curriculum. By the end of their Foundation Year in school it is expected that they reach the ‘Early Learning Goals’.

At the beginning of the year a ‘baseline’ assessment is made of everything they can do so teachers know what they need to learn next. This is shared at the first parents’ evening of the year.

Children are tracked through their reading, writing and maths development by what they write down, through careful observation of what they can do, how they interact with others and how they explain what they know.

A learning Journey is kept of their development—which we will share with you throughout the year. Parents will be asked to contribute to this to include what children can do and are interested in at home.

At the end of the EYFS year the EYFS Profile completes the picture of everything they have learnt, and are able to do. This is reported to parents in July, so parents know if their child is at the age related expectation (ARE). For each of the 17 Early Learning Goals that a child is assessed against they are given a score of 1=emerging, 2=expected (ARE) or 3= exceeding. Most importantly it shows how much progress has been made from the baseline, and so teachers in Year 1 are ready to teach them their next steps in the National Curriculum.

Frequently Asked Questions

What can I do to help my child?

There is so much parents can help with, reading is very important along with spellings, practicing number bonds and times tables in Year 2. Also completing homework, returning it on time and talking about what they are learning at school. Our website has links to the curriculum newsletters for each year group and other more general curriculum information. Your class teacher can also give you some specific pointers to help your child at home.

What do teachers use to gauge children’s progress?

Children’s independent work is the biggest indicator of what they can do and how they do it in Key Stage 1. Teachers use this on a daily basis to know and check pupil understanding and progress. Special pieces of work to inform assessment are set up throughout the year. In EYFS teachers observe your child at tasks to inform their judgements in Reception classrooms. Alongside this is the Phonic screen check in Yr 1, SATS tests in Year 2 and the EYFS Profile in Reception which are all statutory.

 

 

How is the progress between each step worked out?

As children develop through each Band, we track their progress very carefully. Each Band is broken into 3 steps which roughly represents a term’s progress; ’Beginning,’ (B) ‘Within’ (W) and ‘Secure’ (S). Teachers can further break down each step into two in order to tightly track children’s progress and ensure they are constantly moving forwards and building on their previous learning. The extra steps are denoted with a ‘+’

Band 1 = 1B/ 1B+/ 1W/ 1W+/ 1s/ 1S+

Band 2 = 2B/ 2B+/ 2W/ 2W+/ 2S/ 2S+

Pupils are assessed as an ongoing part of teaching and these ongoing assessments inform the teacher as to which step to place each pupil in on a termly basis.

Will children still have to take SATs?

Yes, SATs remain part of the Year 2 cycle of assessment and are statutory. They do however, only form part of the class teachers overall assessment of your child’s attainment, meaning the test results are not final, but merely used to inform the teachers end of year judgement.

How do all schools know that their judgements about progress and attainment match up with each other?

At Crawley Green we work across the school and with other local schools to agree and ’moderate’ attainment levels. All school also have external moderation from the Local Authority. Essex Target tracker also enables us to moderate against samples of work nationally.

What happens when my child goes to Junior School?

Wenlock Junior, our main feeder school also uses target tracker which enables us to electronically forward all assessment data to the school for every pupil that transitions to them. For pupils moving elsewhere data is still shared with the school in a format that suits that schools systems.

Do the teachers use any other forms of assessment?

Throughout all lessons teachers continuously monitor and assess learning, ensuring that any misconceptions pupils have in learning are quickly addressed, so that they can continue to make progress within that session.

As well as reviewing pupils recorded work, teachers will also use tests and screens to review how well pupils have retained learning over a period of time.

 

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