We define progress as:-
- Catching up
- Filling gaps in learning
- Deepening understanding
- Overcoming barriers
The principles that underpin our assessment of progress are as follows:-
We assess against expected levels in the Early Years, and Years 2 and 6 as we are able to assess these against national expectations.
The school has devised its own expectations in reading, writing and maths across the school that have been personalised to the needs of our children. These expectations are used to highlight gaps in learning for individuals, groups, year groups or classes and therefore inform planning. These are used to summarise learning at the end of each academic year. These are an internal measure of progress and achievement and are not be used to predict expected progress.
We do not believe that a child’s progress is linear. Our children progress at different rates and at different times. Progress is dependent upon a wide range of factors, not just teaching.
Our systems are designed to look in detail at learning and are focussed upon the children and the next steps in their learning. In this way we ensure the children make progress in their learning.
Each term, teachers collate their notes and assessments to see if children are on track to meet our agreed expectations for reading, writing and maths. This information is shared via termly Pupil Progress meetings. These assessments are also shared with parents at our termly meetings. If a child is not on track to meet our expectations appropriate catch up programmes will be put into place and parental support for these agreed.
A child will be deemed as making good progress if they are assessed as on track each term and/or if at the end of the academic year they achieve the expectations set by the school for reading, writing and maths.
How we measure progress:-
All teachers have an excellent knowledge of our pupils. The majority of teachers will teach pupils for two academic years. This allows each teacher to develop a more secure understanding of our children; how they learn and develop. As we are a small school, we are able to monitor pupil progress at an individual level rather than looking at groups. This enables us to carefully match our teaching and learning to the needs of our children and provide a much more personalised curriculum.
Evidence of progress is captured in a variety of ways:-
Teachers will measure pupil progress as they continually and informally assess pupils.
Teachers will use their on-going measures to provide an overall termly assessment of each pupil in reading, writing and maths. These assessments will be recorded as part of the termly Assertive Mentoring sheets.
Annual progress of pupils will be measured against the school’s agreed expectations for reading, writing and maths. An overall assessment is also provided from the InCAS assessments from the University of Durham that the children take each summer term.
How do we involve parents/ carers?
At Holy Trinity we see parents as co-educators and try to ensure that there is every opportunity for two way flow of information between home and school. To try to make sure that this is an effective partnership we involve the parents in the following ways:-
- Informal feedback to parents/ carers on an ad hoc basis
- Via formal meetings to discuss progress. These meetings may be held at the request of the school (eg Parent/Teacher Meetings which are offered each term) or at the request of the parent/ carer.
- Via termly reports followed up with Parent and Teacher Meetings.
- Year 2 and Year 6 national assessment data and INCAS assessments are shared with parents/ carers at the end of the school year. This information is designed to give parents/ carers a picture of their child’s abilities in Reading, Writing and Maths in relation to national standards and children of a similar age.
- Pupils identified as having additional needs may have their own individual educational plans. These will be formulated and assessed with parents/ carers.
- For our reception pupils, ‘Next Steps’ sheets are sent home each term. At the end of the reception year a pupil report summarises their achievements. The results of assessments against the Early Learning Goals are also sent home with this end of year report. Parents are invited to contribute to these assessments throughout the year.