All children are continually assessed throughout their time at Wrenbury Primary School.
Assessment data is used to inform teachers' planning and ensure interventions take place to ensure that all children's needs are met.
Children in our Early Year Foundation Stage are assessed against The Early Learning Goals criteria. We baseline our new starters. Continual assessment is undertaken using the Learning Book and we encourage our parents to actively support and add to the information gathered for and on their child.
KS1 and 2
All other children are tracked to ensure good progress is being made in reading, writing, and mathematics on a termly basis. Teachers set new targets in English and Mathematics as appropriate against each child's end of year Age Related Expectations. We aim for the majority of our children to have secured and mastered their year group objectives. We do know that some children are not always ready to work within their year group expectations.
Pupils in Year 1 complete a Phonics Screening Check in June. Children in Y2, who didn't meet the threshold for a pass as a Y1 child, will retake the Phonics Screening Check as a Y2 child.
At the end of KS1 (Year 2) National Standard Assessment Tests (SATs) are undertaken in English (Reading and English Grammar, Punctuation and Spelling) and Mathematics. These tests are marked internally and can be used as one of the pieces of evidence for Teacher Assessment, which is reported to parents at the end of Y2.
At the end of KS2 (Year 6) National Standard Assessment Tests (SATs) are undertaken in English and Mathematics. The Reading, GPS (Grammar, punctuation and Spelling) and Mathematics tests are marked externally.
Writing is not tested but based on teacher assessment alone at the end of both KS1 and KS2. Writing is moderated both internally and externally. To be 'Working at the national standard' Y2 and at Year 6, children have to be demonstrating skills in meeting all the statements in 'Working towards the national standard' as well as 'Working at the national standard'. There is no longer a 'best fit' model for writing. A sample of schools, yearly, have their writing assessments externally validated.
Parent partnership is very important to us. It is essential that parents are aware of their child's attitude to learning, their progress and their attainment. We share this information through meetings with parents at formal Progress meetings as well as during informal meetings throughout the year.
During the academic year, our parents will receive a copy of their child's writing and maths yearly objectives grid in October. It will identify the objectives the child has met so far, those the child has mastered and those their child has still to meet. In January an updated grid will be the focus for discussion at a formal parent's evening, allowing for the sharing of the child's strengths and successes and also next steps and how the school and parents can support the child in making further progress. This will be the protocol again in March to allow for continued good progress to be made in the summer term.
All parents receive an Annual Report for their child in July, at the end of the academic year. They have the opportunity to discuss this report with their class teacher or the headteacher.
We encourage parents to take an active role in school life and in the education of their child..