offer all pupils an opportunity to show what they know, understand and can do;

 help pupils to understand what they can do and what they need to develop;

 recognise that the National Curriculum does not encompass all learning; there is the wider curriculum and pupils' personal and social development;

 be based on a considered view of what learning should be assessed in each subject or area of experience;

 relate to shared learning objectives;

 advance the learning process;

 enable teachers to plan more effectively;

 help parents to be involved in their children's progress;

 provide schools with information to evaluate work and set appropriate targets.

 there is an agreed policy for assessment, recording and reporting;

 there are agreed guidelines for implementing this policy;

 procedures are in place to monitor and evaluate what is happening to all aspects of assessment, recording and reporting;

 teachers find out and act upon about strengths and weaknesses;

 responsibilities are clear in relation to assessment;

 a member of staff has overall responsibility for assessment, recording and reporting.

 involves the whole staff/department and reflects the schools targets;

 matches the curriculum offered to the needs of pupils in the school/department, taking into consideration the programmes of study, schemes of work, time available and any planned thematic work;

 maps progression throughout the school in terms of the level of demand with reference to the programmes of study and level descriptions;

 enables teachers to agree priorities for what will be assessed in depth;

 enables teachers to evaluate assessment information regularly.

 identifies intended progression and targets for classes;

 ensures plans contain clear learning objectives,

 indicates how achievement of these objectives will be recognised through assessment opportunities;

 takes account of level descriptions where necessary and appropriate to identify the level of demand.

 recognises the range of needs/abilities within the class;

 relies on selecting appropriate activities and resources which take account of pupils' prior learning;

 outlines assessment methods appropriate to learning objectives and planned activities;

 includes strategies for sharing the learning objectives, individual targets and assessment criteria with pupils;

 takes into consideration a range of teaching techniques and assessment approaches which reflect pupils' different learning styles;

 takes account of agreed priorities for what will be assessed in depth;

 recognises that assessment does not need to be planned for all learning.

 are clear what pupils know, understand and can do in all areas of learning;

 ensure pupils know what they are supposed to be learning, what they have achieved and how they can improve;

 regularly provide individual pupils with opportunities to reflect and talk about their learning and progress against targets;

 use a range of assessment methods confidently and appropriately e.g. observing pupils, asking questions, listening, assessing pieces of work and administering tests;

 organise the classroom in ways which enable them to carry out planned assessments and to recognise and act upon any unexpected achievements of pupils;

 have assessment strategies which enables them to recognise when pupils have difficulties or are not making progress;

 to use assessment to decide what to do next with individuals, groups of pupils or the class;

 recognise that all learning need not be assessed;

 feel confident that other adults working in the classroom are clear about their role in the assessment and will communicate significant information about pupils to us;

 apply the standards agreed within the school consistently in the classroom.

 be consistent and in line with the overall policy on assessment, recording and reporting throughout the school;

 provide feedback to pupils about their work promptly and regularly;

 include both oral and written feedback as appropriate;

 focus the response on the learning objectives and criteria for success;

 provide pupils with opportunities to assess their own and each others work and give feedback to each other;

 ensure that pupils understand their achievements and know what they need to do next to make progress;

 use the information gained together with other information to adjust future teaching plans;

 involve the school sharing the policy with parents so that they can reinforce it;

 depend on regularly reviewing the policy, making sure that it is understood by new members of staff so that practice continues to reflect school policy.

 teachers are fully aware of, and follow, the current statutory requirements;

 teachers are fully aware of, and use as appropriate, current guidance from QCA;

 everyone, including parents, is aware of the equal status of Teacher Assessment and test/tasks and the different and complementary nature of each;

 it draws on the whole range of ongoing assessment information, records and evidence when making end-of-key-stage Teacher Assessments;

 teachers have a clear understanding of the level descriptions and how to apply them holistically in making end-of-key-stage Teacher Assessments;

 teachers make summative judgements which are consistent with a shared understanding of standards developed amongst colleagues through agreement trialing;

 teachers recognise the importance of summative assessment in all areas of learning and give feedback to pupils on the outcomes of such assessment;

 teachers apply any special arrangements needed for individual pupils;

 teachers use the information from end-of-key-stage assessment formatively and evaluatively to monitor progress towards targets.

 keep records which are manageable and in line with school/departmental policy;

 use professional judgement in deciding what needs to be recorded, what should be noted informally and which assessments should be used to plan next steps in learning without recording

 use records from previous teachers in planning work for the class and individual pupils;

 record pupils' significant progress and achievements on the basis of agreed criteria, such as learning objectives linked to the National Curriculum;

 involve pupils in reviewing their own work and recording progress;

 keep evidence for a clearly defined and useful purposes - e.g. to help pupils and their parents gain a better understanding of their progress;

 use examples of pupils' work to help them to understand their strengths and weaknesses and how they can improve;

 use records and evidence of shared standards and demonstrate their professional judgements, e.g. in a school/departmental portfolio;

 provide/pass on records which are clear and easy to interpret and which other people understand and find useful.

 provide clear information, which parents can understand, about their children's progress, outlining strengths and the areas they need to develop;

 set realistic targets which are worked on and reviewed;

 promote parental involvement in their children's learning and provide scope for dialogue with both pupils and parents;

 report, at the end of each key stage, Teacher Assessment and National Test/Task results side by side and ensure that parents understand that they have equal status but provide different and complementary information;

 clearly explain the relationship between individual attainment and any comparative data provided;

 meet statutory requirements for reporting to parents;

 are sent to parents at times which allow appropriate action or discussion to take place.

 have established curriculum liaison and cross-phase trust;

 ensure that there is agreement within and across schools about what information should be passed on;

 have procedures in place to ensure the right information gets to the right people in good time;

 use such procedures for passing information internally as well as to and from other schools and sources;

 read the information received, and discuss it where appropriate, prior to the start of the new school year;

 use the information received to provide appropriate challenge and support for each pupil;

 provide information which focuses on significant aspects of learning and identifies pupils' strengths and areas for development.

 expectations are appropriate for all pupils;

 when targets have be set in relation to an analysis of pupil attainment in the cohort

 performance of different groups of pupils is identified - e.g. boys and girls, ethnic groups, additional language learners, pupils with special needs, more able pupils;

 performance of different teaching groups is identified

 performance in different subjects is considered

 is considered alongside benchmark information;

 any year on year trends are taken into account;

 know how to respond to and act upon the information which emerges in terms of whole school management issues and classroom practice;

 use the information to inform curriculum planning and setting learning objectives

 know how results compare with national and local expectations;

 produce action plans to achieve agreed improvements;

 ensure that the school development plan reflect findings

 use the information to inform the target setting process.

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