Mereway Middle School

Assessment, Recording and Reporting

A review of the initial position statement

January 1997

stafforg/AssRecRep

Aim Position Further Developments

1. Learning and assessment objectives are identified for units of work.

Forecasts
Individual targets

Ensure that all teachers are using individual targets as a form of continuous assessment

2. Learning outcomes are shared with students at the beginning or during a unit of work.

Targets reworded to increase children's understanding and facilitate greater sharing
Key questions and relevant targets used at the beginning of each lesson

3. There is an opportunity for student self assessment as well as teacher assessment.

All target statements have been re-worded in order to assist children's self assessment.
Peer assessment (critical partnering) is happening in some class rooms.

To increase the use of peer assessment / critical partnering throughout school

4. There should be opportunities for students and teachers to be involved together in assessment.

Design and Technology evaluation sheets
Target setting
ROA

Termly reviews should be introduced to discuss goals as part of the ROA process
Shared assessment criterioa and objectives for key lessons shared with the children at the beginning of a lesson.

Aim Position Further Developments

5. Short term achievement targets are set half termly which enable children to recognise their own attainment.

Targets are agreed in partnership between the teacher and child.
The language used for the targets is 'user friendly'.
On the whole, students can recognise their own achievement and have the responsibility of updating their target sheets
Target sheets are sent home to parents at the beginning of each half term.

6. The school has an agreed evaluating and responding policy which reflects the ethos.

There is consistent use of the policy
In some classes, children are responding to their aim work, thus causing dialogue between child and teacher.
Various strategies are in place to motivate pupils.
The marking policy includes comments to move the children forward.
Each child and teacher understands the marking system.

The making system needs to be communicated to parents. (maybe next parents evening)

Aim Position Further Developments

7. Curriculum managers identify and implement strategies for standardising judgement of student work.

Some standardisation in science, English and maths has been done at Partnership level.
Science standardisation is available from the school reference library.
Standardisation is a regular feature at year team meetings due to more frequent reporting procedure.

All Curriculum managers to put together a file of childrens work for their areas which shows work examples for each NC levels for standardisation purposes.

8. Parents are frequently communicated with regarding their child's progress. Reports indicate both weaknesses and strengths in pupils attainment

End of year report updated.
Questionnaire to parents regarding their views of the end of year report.
Mid year report sent to parents.
Questionnaire to parents regarding their views of the mid-year report.
Copy of target sheets sent to parents at the beginning of each half term.

9.Lower and Upper Schools sens and receive
thorough information about each child.

Yr 5 co-ordinator visits each feeder school to receive verbal information on each individual child.
Yr 4/5 transfer day.
County transfer documents received from all Lower Schools.
Year 8/9 transfer day.
Year 8 staff complete detailed county transfer document for all children

Aim

Data from standardised assessments is used to assist children's individual learning.

Recording of information is an ongoing process which assists in the planning and modification of future teaching and learning
Position

Year 5 completed the Performance Indicators in Middle Schools (P.I.M.S.) project.
All Year 5 children have completed a Salford reading assessment.
All Year 6 children have completed a Holbourn reading test.
All Year 5 & 6 children have completed a Vernon spelling assessment.
All Year 6 children to complete S.A.Ts.

Individuual target sheets.
Dialogue in general books between teacher and child.
Art design and Technology experience sheet.
reading records
French speaking skills sheet
Maths 'task' record sheet
Design and Technology planning sheet
P.E. participation sheet
Special needs (all bands) records.
Further Developments

All children in school to complete a reading test (NFER group reading and a non-verbal reasoning test).

Encourage children to comment in general books instigating and responding to teachers comments.
All curriculum managers to review recording arrangements within their area of the curriculum.

Aim	Position	Further Developments
1. Learning and assessment objectives are identified for units of work.	Forecasts Individual targets	Ensure that all teachers are using individual targets as a form of continuous assessment
2. Learning outcomes are shared with students at the beginning or during a unit of work.	Targets reworded to increase children's understanding and facilitate greater sharing Key questions and relevant targets used at the beginning of each lesson
3. There is an opportunity for student self assessment as well as teacher assessment.	All target statements have been re-worded in order to assist children's self assessment. Peer assessment (critical partnering) is happening in some class rooms.	To increase the use of peer assessment / critical partnering throughout school
4. There should be opportunities for students and teachers to be involved together in assessment.	Design and Technology evaluation sheets Target setting ROA	Termly reviews should be introduced to discuss goals as part of the ROA process Shared assessment criterioa and objectives for key lessons shared with the children at the beginning of a lesson.