We are looking to appoint a Site & Building Assistant to join our premises team. We are looking to appoint a hardworking, skilled, dependable and self-motivated individual. We also require a Teaching Assistant (Additional Needs Level 2) Early Years required to start as soon as possible Please click here for further details
The School has welcomed the changes in the National Curriculum and saw it as an exciting opportunity to review our assessment and reporting systems to create a more holistic approach that makes sense to parents. We were very clear that whatever assessment tool we used, it needed to be robust and track pupils’ progress across the school and not just at the end of a key stage.
We are now assessing children against the new framework. They may not have been taught the previous years’ objectives and content. So we are in a time of transition between old and new sets of data.
The principles that underpin our new assessment system are:
- Every child can achieve: teachers at Scientia have the mindset,‘What do I need to do next to enable a child in my class to achieve?’
- The National Curriculum Objectives will be used as the expectations for all children.
- Children will make age appropriate progress – 12 months in 12 months.
- Teachers are experts at assessment – assessment will be eﬀectively used to ensure the correct scaﬀolding is built into lessons to ensure all children achieve.
In order to be ‘Secondary ready’ children need to meet the required end of Key Stage 2 expectations. This is broken down into key outcomes for each curriculum year. We use the National Curriculum objectives to assess outcomes for children at the end of each curriculum year – for example
- At the end of Year 3 a child has achieved all the objectives set out for Year 3 Writing (and no further) would be said to have MET the end of Year 3 expectations for writing.
- At the end of Year 5 a child who has made good progress but has not yet met some of the mathematics objectives for Year 5 would be ASPIRING TO MEET‐ year 5 expectations for Maths.
Some pupils will for various reasons be working below the level expected for their year group, teachers will address their needs using outcomes from the appropriate year and pupils will be supported to make accelerated progress.
Some pupils will have MET their year group end of year objectives well before their peers. Teachers will identify these pupils and set targets that widen and deepen their understanding and ability to apply their skills in a variety of situations.
Assessment and Reporting
- Ongoing assessment by the class teacher throughout each lesson,through questioning, observation and dialogue.
- Children knowing what they are being asked to learn and much more importantly,
- Success Criteria are discussed and agreed with or formulated by the children during each Work is then assessed against these success criteria.
- Three way feedback; pupil, peer and teacher, with clearly identiﬁed next This can be written or verbal feedback.
- The following judgements are used:
- Working Towards – Children are judged as ‘working towards’ when they are accessing the curriculum below the expectations of their chronological age. They do not currently have the skills, knowledge and understanding required to access, achieve or demonstrate significant engagement with the assessment criteria.
- Aspiring to Meet – Children are judged as ‘aspiring to meet’ when they are accessing the expectations of their chronological year group, however they are deemed not be on On-Track to meet expectations fully by the end of the year without significant additional support.
- On-Track to Meet – Children are judged as ‘On-Track to Meet’ when they are comprehensively On-Track to attain the skills, knowledge and understanding of the assessment criteria by the end of the year.
- Met – Children that demonstrate they have mastered the skills, knowledge and understanding of the assessment criteria and are able to apply them across a broad range of contexts are judged to have ‘Met’ the milestones.
For children with specific diagnosed SEND, teacher retains the ability to dis-apply criteria which are inappropriate to the child’s abilities and developmental needs.