A Guide for Pupil Assessment and Attainment at Marown Primary School


Year 1 to Year 6

At Marown School we use the National Curriculum Levels to assess a child’s progress. The levels at the primary age range from Level 1 to Level 5 (and possibly Level 6).

All children are individuals and so for some children starting school below the national average, achieving a Level 3 at the end of Y6 would be a success.

When a child is in YR they worked towards achieving Foundation Stage points. After that we use p scale points to monitor progress until they reach a Level 1c.

This is how the levels build up:

FSP -> 1c -> 1b -> 1a -> 2c -> 2b -> 2b -> 2a -> 3c -> 3b -> 3a -> 4c -> 4b -> 4a -> 5c -> 5b -> 5a -> 6

The levels are then divided into sub-levels, e.g. 2c, 2b, 2a

C - the child has just met the required standard

B - the child is working well within the level

A - the child has reached the top of the level and is working towards the next level.

Sub-dividing the levels means that teachers can monitor progress on a term-by-term basis.

The end of year expectations for each year group are shown below:

Year 1 - 1a / 2c Year 2 - 2b Year 3 - 2a/3c Year 4 - 3b Year 5 - 3a/4c Year 6 - 4b

Children are expected to achieve one level of progress every two years so that a child achieving a 2b at the end of Year 2 should achieve a Level 4b by the end of Year 6.

The children working at Level 5 and 6 in Year 6 are working at a high level. It is important, of course, to recognise that pupils will not always progress in a straight-forward, linear manner and that there may not be even amounts of progress each academic year.


How We Assess

Our school uses continuous teacher assessment from Reception class through to Year 6 and the information gathered from this process is used formatively to decide what children need to learn next to improve their performance.

Because each pupil will progress at a different rate, at Marown we believe nothing can replace accurate, rigorous assessment to enable teachers to determine precisely the attainment levels of pupils, at a particular moment in time.

You will receive updates on the progress your child is making throughout the year and will receive a formal report on teachers’ assessments at the end of each Key Stage (Year 2 and Year 6). Teachers are provided with a framework against which they make assessments and the Department of Education, Sport & Culture quality assures teacher assessment through internal and external moderation visits and the work of its Education Improvement Service.


Academic Year 2017/18 end of year attainment data

Percentage of pupils reaching Good Level of Development (GLD) at the end of Foundation Stage (Reception Class)

Foundation Stage GLD 75%

The percentage of pupils who achieved Level 1, Level 2 and Level 3 and above at the end of Key Stage 1 (pupils completing Year 2)

Level 1

i) Speaking and Listening 100%

ii) Reading 100%

iii) Writing 100%

iv) Mathematics 100%

v) Science 100%

Level 2

i) Speaking and Listening 96.6%

ii) Reading 86.6%

iii) Writing 89.7%

iv) Mathematics 89.7%

v) Science 96.6%

Level 3

i) Speaking and Listening 31.0%

ii) Reading 44.8%

iii) Writing 41.4%

iv) Mathematics 34.5%

v) Science 58.6%

The percentage of pupils who achieved Level 3, Level 4 or Level 5 and above at the end of Key Stage 2 (pupils completing Year 6)

Level 3

i) Speaking and Listening 100%

ii) Reading 100%

iii) Writing 100%

iv) Mathematics 100%

v) Science 100%

Level 4

i) Speaking and Listening 96.7%

ii) Reading 96.7%

iii) Writing 96.7%

iv) Mathematics 93.3%

v) Science 100%

Level 5

i) Speaking and Listening 36.7%

ii) Reading 43.3%

iii) Writing 30.0%

iv) Mathematics 46.7%

v) Science 43.3%

External Validation 2018

Marown Primary School Validation Report

Marown Primary School recently received an external validation of its self review process, which involved confirming the judgments the school has made about itself across certain areas. For the purpose of this validation, three aspects were looked at in detail:

• Personal Development

• Governance

• Teaching for Learning

Personal Development

The validation team agreed with the school’s judgment that this area is very effective.

Pupils throughout the school behave well and show high levels of engagement in their learning activities. Pupils have good relationships with each other and with school staff. The vast majority are able to work co-operatively and collaboratively in a variety of group situations.

Governance

The validation team agreed with the school’s judgment that this area is very effective.

The governing body has an excellent grasp of school strengths and areas for development. It gains this through regular reports and updates from the headteacher and from their direct involvement in school activities. Governors have helped develop the strategic direction of the school.

Teaching for Learning

The validation team agreed with the school’s judgment that this area is very effective.

Teaching at the school involves a good balance between the development of skills and the acquisition of knowledge. Marking shows pupils the next steps they need to take to improve their learning. Throughout the school there is a culture of high aspirations and ambition. ICT is used to extend and enrich pupils’ learning.

Other areas considered

As well as the three specific aspects of the SSRE on which it focused, the validation team also considered other judgments set out in the SSRE and noted that:

• The school is inclusive, very safe, and has a nurturing character that helps children to develop their full potential

• Achievement against Prior Attainment is ‘very effective’ overall

• Parents, pupils, governors and the wider community hold the school in high regard

• Senior leaders motivate other team members and actively encourage creative thinking and innovation that will help to develop the school

• The senior leadership promotes a vision where high aspirations are valued

• There are very good communication systems in the school

• The school uses effective mechanisms to gather information from stakeholders

• The school has mechanisms for regular communications with parents and carers about their children’s progress

• Members of the School Council work together with the headteacher to understand the school improvement plan and then write their own version from the perspective of children at the school

• E-safety is a crucial part of the ICT curriculum.

Conclusion

The school knows itself very well.

The school’s SSRE is a very full and detailed document with judgements supported by plenty of evidence. These judgements are used to identify targets for the school improvement plan, which would benefit from separating out and emphasising those targets that are directly concerned with the improvement of pupils’ learning. The school is in an excellent position to continue planning for further improvement.

This validation is incredibly positive and the success of our school is testament to the whole Marown family; staff, Governors, pupils and parents working together. Thank you all for helping to make Marown school the success that it is.