16 July 2018
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2015-16 and 2016-17 School Data

Click on the link for information on the whole school and disadvantaged groups data for 2015-16 compared to national and Kent data.
Click on the link for the unvalidated whole school data for 2016-17 compared to national and Kent data.

In November 2017 we received a letter of congratulations from the Rt Hon Nick Gibb for our phonics results. Please see this link.

Please visit
https://www.compare-school-performance.service.gov
for the school and college performance tables.

A parent's guide to assessments and reports


Assessing within the National Curriculum

The programmes of study within the National Curriculum set out expectations at the end of each key stage, and all maintained schools in England are free to develop a curriculum relevant to their pupils that teaches this content. The Department for Education (DfE) states that the curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.

Statutory Testing in Years 1-6

Year 1 are assessed in their synthetic phonic knowledge at the end of the year. In Years 2 and 6, the children are required to take statutory assessments known as the SATs. The tests are administered by the school, with children assessed in reading, writing, GPS and mathematics, and reported as a scaled score. All schools have external moderation from the Local Authority for Years 2 and 6 to verify final judgements. At Claremont, teachers meet regularly to moderate assessments and agree judgements, sharing their understanding both internally, and externally with teachers within the Tunbridge Wells Collaboration Trust to quality assure our judgements.

Internal Assessment at Claremont

Department for Education guidance allows for schools to use their own robust and rigorous assessment system. At Claremont, we continually monitor pupils’ progress throughout their time here. These internal assessments are vital for teachers to ensure the progress of pupils and identify individuals’ strengths and weaknesses. It also enables us to provide parents with clear information about their child's achievement and progress. At various points in the year, teachers will assess all children, and make a judgement as to how they are learning and progressing in relation to the Age Related Expectations, and what they are ‘on track’ to achieve at the end of the year. In Terms 2, 4 and 6, teachers will use a triangulation of assessment strategies to review pupil achievement against the age-related objectives for the school year. This will help them to reach an overall judgement for each individual pupil, based on independent learning and tasks they have evidenced. This process allows teachers to identify personalised targets to support each child’s needs and secure progression; this then provides the basis for reporting to parents. It should be noted that these assessments are kept very low-key to minimise pressure and stress.

Reporting to Parents in Terms 2 and 4

Parents will receive an Interim Report in Term 2 and again in Term 4, just before they are invited to a consultation evening to discuss the contents. The report highlights how your child is progressing, outlines any concerns and provides an opportunity to discuss ways forward. They will then receive a Final Report in Term 6, which expands upon the information provided in the Interim Reports and reflects upon each child’s attainment and progress over the whole year.

Reception

The progress of children in the EYFS is individually tracked using the Development Matters age bands of the Early Years Foundation Stage Curriculum. By the end of their Reception year in school, it is expected that they achieve the ‘Early Learning Goals’ (ELG), which the EYFS Curriculum defines. At the beginning of the year, a ‘baseline’ assessment is made of everything the children in reception can do, so teachers know what they need to learn next. Children are then tracked in all seventeen areas of learning through careful observation of what they can do; how they interact with others; how they explain what they know; and what they write down. A learning journey document is kept of their development through the year and this record is part of the ongoing assessment. (The learning journey is given to parents at the end of the year.) The report will indicate whether the individual children are:

  • Not On Track to achieve the ELGs at the end of the year
  • On Track to achieve the ELGs at the end of the year
  • On Track to exceed the ELGs at the end of the year

in the areas of reading, writing and number.

Key Stages 1 and 2

The Interim Reports will inform parents of their child’s ‘Attainment’ and ‘Attitude towards Learning’. We use the Attainment Indicators ‘On Track for…’ to indicate what the teacher thinks will be the likely standard of attainment at the end of the year, if the child continues with the same effort and engagement with learning.

The report will indicate the teacher’s judgement as to whether a child is currently

  • Not On Track for Age Related Expectations at the end of the year
  • On Track for Age Related Expectations at the end of the year
  • On Track for Above Age Related Expectations at the end of the year
in the areas of Writing, Reading, GPS (Grammar, Punctuation and Spelling) and Maths. In Year 1, teachers will share information about phonics instead of GPS. We also report whether a child is On Track for ARE in Science in the Spring Interim report (please note, the government does not require schools to report Above RE in Science in Years 2 and 6 and we follow this for all year groups).

Reporting to Parents in Term 6

In Term 6 parents receive a Final Report, which outlines their child’s strengths and ways forward, as well as clearly explaining the progress made since the previous summer, and the standard reached relative to the ARE for that year.

All statutory assessment information (for Years 1, 2 and 6) is reported to parents at the same time but separately from the internal assessments. At the end of the Reception year, the EYFS Profile for each child is completed, as is statutorily required. This details everything that your child has learned and is able to do in all seventeen areas of learning in the Early Years. It is reported to parents in July, and states where each child is in relation to Age Related Expectations, as defined in the ELGs.

Jargon Buster for the Reports

Below is an explanation of the terminology used in the Final Reports at the end of the school year.

Attainment Indicator


Below ARE / ELG
This means your child shows signs of working towards the expected standard for their year group, but does not have the full understanding or knowledge in this subject.

At ARE / ELG
This means your child is working at the level expected for his/her age, and has a good, secure understanding of the knowledge and skills required for the subject in the year group.

Above ARE / ELG

This means your child is secure in all of the objectives for the year, has a deep and thorough understanding of the subject and can apply his/her skills in a range of different contexts.

Glossary
ARE: Age Related Expectations
Assessment: A judgement made about a child's understanding
Attainment: The final assessment made of a child's learning up to that point
ELG: Early Learning Goal, assessed at the end of Reception
EYFS: Early Years Foundation Stage, which is the pre-school to Reception curriculum
GPS: Grammar, Punctuation and Spelling and we often refer to it as SPaG.
Progress: The difference from the previous assessment to the current assessment
SATs: Formal tests issued by the Government at set points in the National Curriculum (Standard Assessment Tests)
Year group expectations: The key objectives a child should have securely acquired by the end of the year

STOP PRESS

Congratulations

Congratulations to all our pupils for being above national and Kent data in all subject areas and year groups!
Please see the link for a letter of congratulations from Rt Hon Nick Gibb MP

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