Policy Statement
1. Management of Policy and Staff Approach
1.1All staff have been involved in discussions regarding a whole school policy for assessment, recording and reporting. The headteacher is fully supportive and an active participant seeing Records of Achievement as a positive and sensible way forward fitting with present initiative within school. The Senior Management team recognise that both records of achievement and target setting encourage and foster further achievement.
1.2 Opportunities for all staff members
to contribute to the production and development of the policy
will be through established channels.
4. Whole Staff Working Group
5. Currently no form exists for students
to express their views on arrangements within the school. However
there are precedents for this (and we will be exploring ways to
set up such a group) and the philosophy of the school does allow
for this.
6. There are arrangements for assessment,
recording and reporting in the school in a variety of forms. We
see Records of Achievement as a way to pull these together.
7. The development plan will be linked
to set success criteria. Internal and external monitoring will
provide feedback and evaluation for further improvement.
8. Once this draft has been produced
it will be put to a whole staff meeting to share information and
determine its accuracy. At thus each member of staff will define
their role in supporting the policy.
9. Curriculum co-ordinators will ensure
that all staff members have a clear understanding of the purposes
of assessment, recording and reporting within their area, and
encourage positive attitude towards the policy.
10. The staff meeting(s) will be structured
to achieve the key principles of the policy and highlight any
personal developments or training required.
11. Breadth and Equal Opportunities
12. The school provides appropriate
means of recording and celebrating achievements and experiences
across the curriculum. (See Appendix A) Working beyond the curriculum
work to an area of growth.
13. Target setting arrangements are
causing students to be more involved in self assessment in a positive
role. It is becoming more common for assessment by students and
staff to determine the way forward.
14. Involvement by parents at
present, although part of future planning, has not yet taken place.
It is felt by the school that that is the next step in the development
of the target setting initiative. However there is a structure
in place that allows for communication from class teacher to parent
and Head teacher to parent to comment on achievements.
15. There are, throughout the school
a variety of learning and teaching styles that are used to facilitate
development. These are processed by the target setting with demands
differentiated to work effectively.
16. At present we don't analyse the
success of our equal opportunities policy, which clearly states
that all learners irrespective of ethnic, class or social background,
gender or ability, benefit from the opportunities provided. Although
we don't have the data to prove this we do feel that we are successful.
17. There is an awareness amongst staff
that different approaches and teaching styles prove successful.
This also extends to an awareness of what is appropriate in certain
contexts, according to students background.
18. The school recognises that analysis
of the present situation is due.
19. Our policy statement is to be written
shortly. The key statement, that will eventually be used to head
up the portfolio, will state what is involved in assessment, recording
and reporting and what the advantages are for every student.
20. As a student progresses through
the education system his or her needs change. The content of each
portfolio will be designed to take this into account. From the
staff perspective this will go beyond the curriculum and inform
as widely as possible, giving a picture of the whole child.
21. Through the student body, set up
for this purpose, students will be given opportunities to understand
the content and purpose of a record of personal, social and general
skills.
22. At present the school is involved
with an initiative within the cluster. As part of an 18 month
plan curriculum co-ordinators of the core area are developing
a portfolio to show examples of work that has been discussed across
the phases and levels of attainment agreed.
23. Learner-centred assessment and
review, Guidance and Forward Planning.
24. The school recognises that assessment
is an integral part of learning. To facilitate arrangements within
the classroom a target setting initiative was trialled last year
and put into action fully in September 1993. In most areas this
is working well but consistency throughout has to be achieved.
25. Through target setting arrangements
students are aware of their immediate goals and feedback is given
on what is achieved. Learner centred assessment relates progress
to context, focusing on specific aspects of work, and these are
re-negotiated on a half termly basis.
26. Assessment, through target setting
is used to identify and plan the next steps in learning. Students
at present identify one personal target that they are working
to achieve alongside curriculum attainments.
27. As yet there are not formal or formal
agreed reflective occasions and this is an area for development.
28. Consultation and Communication
29. At present parents receive a detailed
end of year report of approximately 1000 words, in June. The school
is in the process of moving to a comment bank based approach.
30. There are open evenings during the
year when parents are encouraged to look, not only at their own
child's work but at the work of the school as a whole.
31. At any time parents are able to
make an appointment to discuss their child's work in detail.
32. We want to achieve a more positive
communication based on a R.O.A. format, which does not exist in
school at present.
33. Consultation on transfer at year
five involves communication between the year 5 co-ordinator and
the previous class teacher. This generally concerns information
that would not normally be included in the students profile. Samples
of work are also sent up for each student.
34. Transfer to Upper schools follows
a similar pattern, with additional materials available to give
a more complete picture of skills. (i.e. design portfolio).
Aim:
To develop the process of recognising students' strengths, and
support the process of student guidance, target setting and review
of the process.
Objectives Success Criteria
To produce a whole school policy on the A policy is produced. Students
recognition of students' strengths, and and parents are aware of this
the support of student guidance, target and understand it.
setting and review.
To ensure that the policy is consistently The policy is consistently applied,
applied. incorporating the following key
elements:
That every student participates in
a review session with their teacher
3 times per annum.
i) Focusing on getting to know the whole
child and agreeing at least one target
ii) Reviewing the process and re adjusting
targets
iii) Summative and forward looking.
Students receive support from class
teachers in selecting, collating, sifting and sorting a wide variety
of supporting evidence for their experiences and achievements,
within and beyond the curriculum.
Class teachers agree targets with students
which are
Specific
Measurable
Agreed
Realistic
Timed
Class teachers and students use
up to date curriculum and extra curricular
information as a basis for
Class teachers support students in identifying
their strengths and weaknesses and can set targets jointly for
future improvements.
Student progress against targets is
reviewed on an appropriate time scale, but at least half termly.
The outcomes of review sessions will
be fully documented.
Pupils are encouraged to recognise and
record the development of their skills.
To provide for Staff development. Staff development is valued by teachers.
Teachers feel confident and
competent in their role.
To ensure positive participation by All members of staff have an staff and student. opportunity to discuss the policy
and contribute to the identification
of training needs.
Students understand and value the action
planning process.
Staff understand and value the action
planning process.