Back to home page

Assessment

Phoenix Arch Assessment

Assessment Practice in EYFS

On entry to Reception at Phoenix Arch School, we assess pupils’ entry baseline using Early Excellence Baseline Assessment (EExBA). We use the programme to assess the whole child on-entry to the reception year (age 4-5yrs) through practitioner knowledge of the child, captured through daily observations and interactions. This enables us to capture children’s well-being & involvement; it is teacher-led and does not disrupt children as they settle in to their new class.

Phoenix Arch uses the baseline assessment data to set expectations of pupil progress throughout the reception year. Progression data is recorded on the school assessment programme, Classroom Monitor. We record progress on small steps within sub-levels of age bands. The progression guidance we set is:

  • Must: 1 step within the baseline age band
  • Should: 2 steps within the baseline age band
  • Could: 3 steps within the baseline age band

On occasion pupils may make more progress than the set must, should, could step targets. This can be due to improved language, communication, and catching up in areas of learning. However, we do not set more than three steps progression as following DfE guidance pupils cannot move on beyond greater depth in ELGs.

Monitoring of progression takes place every half term through:

  • Using the EYFS seven areas of learning and development bands: 16-26 months, 22-36 months, 30-50 months and 40-60 months
  • Analysis of progress data
  • Progress meetings – class teacher and assessment coordinator review progress/ discuss any barriers to learning and intervention support where required
  • On-going daily assessment to inform planning next steps to help pupils move on in their learning
  • Annual reviews- discussion with head teacher, parents, class teacher and where appropriate Speech and Language / Occupational Therapy.
Expectations of progression from Reception baseline to Early learning Goals:
Entry baseline Must Should Could
16-26 months beginning 16-26 months developing 16-26months secure 22-36months beginning
16-26 months developing 16-26months secure 22-36months beginning 22-36months developing
16-26months secure 22-36months beginning 22-36months developing 22-36months secure
22-36months beginning 22-36months developing 22-36months secure 30-50months beginning
22-36months developing 22-36months secure 30-50months beginning 30-50months developing
22-36months secure 30-50months beginning 30-50months developing 30-50months secure
30-50months beginning 30-50months developing 30-50months secure 40-60months beginning
30-50months developing 30-50months secure 40-60months beginning 40-60months developing
30-50months secure 40-60months beginning 40-60months developing 40-60months secure ELG
40-60months beginning 40-60months developing 40-60months secure ELG ELG greater depth

To support Reception pupils who do not attain the Early Learning Goals at the end of summer term we continue to assess them on the EYFS curriculum in the autumn term of the following year. This provides pupils with an extended opportunity to achieve the ELGs. Assessment of children who do not attain the ELGs in the autumn term of Year1 are then are assessed on ‘I can’ statements from Phoenix Arch Development Phases to support small step progress towards the first phase in the Year1 National Curriculum. 

Assessment Practice in KS1 and KS2

KS1 and KS2 pupils each have assessment folders for Literacy, Maths and Science containing evidence of progress and attainment against small steps of National Curriculum descriptors.

We track progress half- termly and moderate judgements based on evidence to ensure our data is accurate. We use + sign to track the small steps some of our pupils may make in the phases 1-6; in this way we are accurately tracking progress within a sub phase. Progress is tracked using I can statements which have been broken down into smaller steps to take into consideration the small steps some of our children achieve. We use the progression tracking system to set year on year targets for individual pupils. All pupils have an assessment file with samples of work against the assessment judgements.

Phase progression within phases

10% 27.5 % 45% 65% 85% 92.5%
beginning beginning+ developing developing+ secure exceeding

 

We expect all pupils to make at least:

  • 1.5  Median [Must target]
  • 2.0  Upper Quartile {should]
  • 3.0  Suggested  [Could]

We have replaced P-scale assessment levels and now use Development Phases which bridge the gap between EYFS & National Curriculum Phases. Once pupils reach Development Phase 8 they move to NC Phase 1; this is reviewed for each individual pupil to ensure assessment meets the needs for the child. The new Development Phases have precise steps and are not comparable to P Scales. All pupils, where applicable, have a base line assessment on Development Phases to ensure we meet current recommendations of assessment.

Pupils who are assessed within the National Curriculum are assessed using the descriptors from the curriculum broken down to ‘I can‘ statements.

  • Some pupils are taught in a phase appropriate for their chronological age and learning. They will remain within that phase and will move to exceeding within that phase until the next academic year; this follows DfE guidelines that pupils will not be assessed in a phase above their age, as they should be taught greater depth of the subject within their age group.
  • Some pupils are taught in a phase appropriate for their learning need; which may not be chronological and they will move up to the next phase once they are secure within that phase.

Pupils are not told which phase they are working in as the emphasis is on learning and progression and not the phase they are being assessed in. All relevant information and records are transferred from one year group to the next at the end of the academic year.

  • SAT’S – end of key stage tests take place in accordance with the statutory requirements. Y2 and Y6 teachers attend LEA training sessions and the Head teacher ensures that the tests run smoothly by ensuring resources etc. are in place.
  • Reports are sent out to parents at the end of the summer term.

Equal Opportunities

School staff adopt attitudes and processes that ensure all pupils have equal access to the curriculum. Staff ensure that each pupil’s preferred learning style and starting target is taken into account in order to make a valid judgement on progress made.

Confidentiality

Information about assessments held on individual children is treated as confidential at all times.