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January 2021

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Assessment Policy

30th April 2019

1        Introduction

We believe that effective assessment provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.

2        Aims and objectives

The aims and objectives of assessment in our school are:

  • · to enable our children to demonstrate what they know, understand and can do in their work;
  • · to help our children understand what they need to do next to improve their work;
  • · to allow teachers to plan work that accurately reflects the needs of each child;
  • · to provide regular information for parents that enables them to support their child’s learning;
  • ·


Assessment lies at the heart of the process of promoting children’s learning. It provides a framework within which educational objectives may be set and children’s progress expressed and monitored. This should be done in partnership with the children.

Assessment should be incorporated systematically into teaching strategies in order to diagnose any problems and chart progress. It helps the school to strengthen learning across the curriculum and helps teachers enhance their skills and judgements. We believe our assessment procedures are free from bias, stereotyping and generalisation in respect of gender, class, race and disability.


Using the principles and processes of assessment, we aim to:

• monitor progress and support learning

• recognise the achievements of pupils

• guide future planning, teaching and curriculum development

• inform parents and the wider community of pupil achievement

• provide information to ensure continuity when the pupil changes school or year group comply with statutory requirements

  1. 3 Types of Assessment:

Formative: This is the ongoing assessment carried out by teachers both formally and informally during a unit of work. The results of formative assessments have a direct impact on the teaching materials and strategies employed immediately following the assessment. Results and observations are kept in teacher’s own record books, or the children’s own books.

Summative: These occur every half term for Literacy, mathematics, Science, Islamic Studies and Arabic. The school uses half-termly assessments or tests or at the end of a unit’s of work. Summative tests help teachers in making end of key stage “best fit” assessments and are also of use in determining the overall subject level for the pupil tracking record.

Diagnostic: All assessments can provide diagnostic evidence, however certain assessment tools can be particularly useful in providing more detailed data e.g. Miscue analysis, etc

QCA and Key Objective tests also provide a considerable amount of diagnostic material and teachers need to make appropriate use of this.

Assessment in the Foundation Stage

On entry to the school children will be informally assessed. Results are used to inform planning, set targets and aid early identification of special needs. Children will be assessed each half term to ensure that the next steps in learning are appropriately planned in order to help children make progress. During their reception year children will be assessed using the Foundation Stage Profile which is based on the teacher’s on going observations and assessments in the seven

areas of learning. Each child’s typical developments and achievements are recorded in the Profile and in their learning journeys.

4        The Role of the School Assessment Co-ordinator

A member of the teaching staff has the responsibility for the development of the assessment, recording and reporting procedures in school.

The co-ordinator’s responsibilities include:

• contribute to the SDP and SIP through work with the SMT

• leading school development in assessment, recording and reporting procedures

• liaison with subject co-ordinators within the school

• attend and lead INSET where appropriate.

Our assessments coordinator is Mr. Abdurahman (Yogaraj Maniam)

5        Planning for assessment

We use our school’s curriculum plan to guide our teaching. In this plan we set out the aims, objectives and values of our school and give details of what is to be taught to each year group. In our school curriculum plan we also identify opportunities for assessment within each broad unit of work.

We use the Collins, Hamilton Trust, National Literacy Strategy, National Numeracy Strategy and the national schemes of work produced by QCA to support our teaching. We have started to use the assessment from external Rising Stars and Collins assessments to help us identify each child’s level of attainment. We use the Rising stars assessment scheme for literacy and have recently started using the Collins New framework assessment scheme for mathematics across the whole school in order to standardize and validate the levels of children. In addition we expect every child in our school to sit a phonics reading test to ascertain their reading age and phonics decoding skills. The weak learners are identified and given EAL reading support.

We plan our lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. We strive to ensure that all tasks set are appropriate to each child’s level of ability. Our lesson plans make clear the expected outcomes for each lesson. We make a note of those individual children who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. IEP and EAL provision is also based on this information. We also keep this information as a record of the progress made by the class.

6        Target setting

We set targets in Mathematics and English for all our children during each academic year and share these targets with the children in the children’s English and maths books. We discuss individual targets where necessary and communicate these to parents. We review the progress of each child in the beginning, middle and at the end of the academic year and set revised targets.

We also set targets for other areas of work in school. We encourage the children to set targets that are linked to their individual working habits.

We ask our older children to review their targets with fellow pupils, because we believe that this encourages them to work together and share evidence of progress. We encourage the children to involve their parents in this process.

Target Setting and reviewing progress

Target setting fits into the annual cycle of school review, planning and action.

7        Recording

We recognise various methods of assessing a child’s learning. The type of assessment that we make varies from subject to subject.

In the Reception class, we record the children’s progress in their learning journeys and keep a record of their reading scores using two different measuring tools.

We continue to assess the pupils’ reading age scores in Year 1 and 2.

In Year 1, we assess the children using the APP guidelines in their literacy and mathematics. We also use the national phonics screening test.

All pupils are assessed continuously whilst summative assessments are carried out every half term and recorded in each pupil’s tracking sheet.

Every teacher also keeps a record of the ongoing achievement of the lesson objectives for key lessons of English, Maths, Science, Islamic Studies, Hadeeth and Arabic, this is done in a colour coded assessment sheet, which shows where pupils have achieved the lesson objectives and where they have not. This data is used to inform teaching and contributes towards our Assessment for learning.

We use an assessment recording sheets to record the end of term exam results along with grades for key areas of improvement for each child for each subject. Teachers also record the areas of development for every child. These recording sheets are used to inform planning for the next half term.

We plan our lessons with clear learning objectives. On our planning sheets we record only those pupils who fail to meet the learning objective, or who achieve more than was planned, so that we can take the needs of these pupils into account when planning for the next lesson. Where the majority of the class makes the planned progress, of course, there is no need to record this.

We take the objectives for individual lessons from the broad learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum. Our teachers record the progress of each child against these broad objectives and the objectives in the APP assessment criteria. This enables them to make a judgment about the work of each child in relation to the National Curriculum level of attainment. This allows us to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year.

Records and Record Keeping

Teachers use records to review pupil’s progress, set appropriate targets for the future and to form the basis of reports.

Records are kept in many ways. These include:

• Teacher’s plans

• Children’s work

• Teacher’s notes

• Teacher’s mark books

• Numeracy Key Objectives

• Individual pupil Assessment records

A written report for each child is sent to parents, twice a year, at the end of the Autumn and Summer term.

The written report contains the results from all assessments and details of the areas of development for each child.

Reports outline a child’s progress in all subjects. The teacher will make a comment on the attainment of the pupil in terms of national age related expectations. Targets for literacy and numeracy are also set.

For children at the end of Key Stages 1 & 2, additional information including details of the SATs testing will also be provided.

Parents are invited to attend formal interviews with the teacher during the Autumn and Spring terms. Should the need arise; parents are welcome to discuss the progress of their child with the teacher or Head teacher at other times.

8        Reporting to parents

We have a range of strategies that keep parents fully informed of their child’s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child’s work.

We send out a summary sheet to all parents detailing the topics and areas of study for the upcoming term, this is done at the beginning of every term.

Three times a year we offer parents the opportunity to meet their child’s teacher. At the first meeting of the school year we review the targets that we have identified for their child. At the second meeting of the year (which we hold at the end of the summer term) we evaluate their child’s progress as measured against the targets. We also review their child’s written report and the targets identified in it for the next school year (see next paragraph).

During the summer term we give all parents a written report of their child’s progress and achievements during the year. In this report we also identify target areas for the next school year. We write individual comments on all subjects of the National Curriculum.

In reports for pupils in Year 2 and Year 6 we also provide details of the levels expected to be achieved in the national tests (SATs).

We offer parents of pupils in Year R the opportunity to discuss the results of the Early Learning Years Goals with their child’s teacher.

Any concerns are raised with parents by the class teacher to identify and support weak learners. This could be done through informal chats or through arranged meetings.

9       Feedback to pupils

We believe that feedback to pupils is very important, as it tells them how well they have done and what they need to do next in order to improve their work. We have an agreed code for marking, as this ensures that we all mark in the same way.

We give children verbal feedback on their work whenever possible. We usually do this when the children are working during the lesson although we sometimes give feedback on a particular lesson at the beginning of the next one. When lesson time does not allow for verbal feedback, we write comments on the children’s work during marking. We give written comments to children of all ages. We do not always aim these comments at the children; quite often we write something that is useful to both parents and teachers.

When we give written feedback to a child, we relate this to the learning objective for the lesson. By so doing we make clear whether the objective has been met and we produce evidence to support the judgment. If we consider that the objective has not been met, we make clear why this was the case. In both cases we identify what the child needs to do next in order to improve future work.

We encourage the children to make comments about their own work and the work of fellow pupils. We encourage older pupils to be the first markers of some pieces of work.

We allow time at the beginning of each lesson for the children to absorb any comments written on their work. We do this to ensure that the time that our teachers spend marking really has an impact on the children’s work.

10      Consistency

All teachers keep examples of children’s work within their subject area. Teachers use previous exemplary materials to make judgments about the levels of the children’s work. All our teachers discuss these levels, so that they have a common understanding of the expectations in each subject. By doing this we ensure that we make consistent judgments about standards in the school.

It is each teacher’s responsibility to ensure that the samples that they keep of children’s work reflect the full range of ability within each subject.

11      Early Years

The responsibility of assessment in EY lies with the Reception class teacher; she maintains a termly assessment record, which is updated termly. This assessment record is based upon the observations and notes from the child’s personal learning journal. A separate learning journal is kept for each child, which includes the baseline assessment, which is carried out in September of every year. Where possible, the reception class teacher uses information from either the Progress Check at age 2 or other EY records from previous establishments.

12      Monitoring and review

Our assessment co – ordinator is responsible for monitoring the implementation of this policy. We allocate special time for this vital task. The co-ordinator uses this time to inspect samples of the children’s work and to observe the policy being implemented in the classroom.

Assessment, recording and reporting procedures should be monitored annually in order that they remain meaningful and manageable. Policies and procedures may change in light of any new initiatives imposed and we want to respond to any such changes.

The policy was approved on the 30th of April 2019

Headteacher:  Mr. Sakhawat Ali

NEXT REVIEW: This policy is to be reviewed: April 2020



Our Vision: To create a stimulating environment for children to learn and grow in confidence, where children love to read, take an active part in bettering our community, based upon strong Islamic values.


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