All children are continually assessed throughout their time at Wrenbury Primary School; this helps teachers and teaching assistants to evaluate progress and children's next steps; whether this is catch-up, keep-up or further challenge.
Assessment for Learning (AfL) informs the teachers' daily planning and teaching. It is undertaken during and at the end of lessons and identifies whether or not each child has met the learning objectives planned. If the AfL suggests a child has a misconception or doesn't quite understand, the teacher will respond to this in the lesson or the start of the next lesson. There may be opportunities for some bespoke work during the day to support the child in readiness for the next lesson. For some children, they may receive a 'pre-learning' task to prepare them for the lesson or series of lessons ahead so that they are more prepared to access new learning.
Assessment of Learning (AoL) is usually a short assessment task from which the outcomes are collated. The information gathered is then used by the class teacher to identify children who may be in need of an intervention (usually bespoke to the child) to ensure that the child is meeting their full potential and making good progress against their own starting point. The support may be to help close any gap that may be apparent from the information collected or to challenge a child for a higher standard of attainment or progress.
We baseline our Little Wrens and our New Starters in reception. Children in our Reception class are assessed on entry using the Reception Baseline Assessment. We capture 'remarkable moments' as part of the children's learning journey and these can be viewed in each child's Seesaw folder. We encourage our parents to actively support and add to the information gathered on their child as we know learning is not something that just happens at school. Each child also has a Learning Journey book that celebrates their learning across their early years.
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 but are still able to make good progress from their starting point.
Other subjects are assessed at the end of the term as part of the children's termly Learning Journey. These assessments are shared with parents alongside their child's Learning Journey book.
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 Mathematics. These tests are marked internally and can be used as one of the pieces of evidence for Teacher Assessment. Writing is teacher assessed. The teacher's assessment of a child's achievement 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. In 2017, Wrenbury's KS1 was externally moderated. In 2019, our KS2 writing was moderated.
All parents receive an Annual Report for their child in July. They have the opportunity to discuss this report with their class teacher or the headteacher.
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 parent evening appointments across the school year, where there is also the opportunity for parents to look through their child's books. Books are also made available at our Sharing Afternoons and staff are available for parents to talk to about their child's learning without an appointment.
We encourage parents to take an active role in school life and in the education of their child.