We aim that 100% of children make progress from their different starting points. Through ongoing formative and summative assessment, we ensure that children’s progress is tracked, celebrated and where necessary, challenged. Children need to be continually exposed to challenges and testing in order to prepare them for exams and challenging circumstances in the future. In doing so, this will ensure that pupils learn and exercise determination and resilience throughout their education and increase their academic maturity.
EYFS - Across EYFS children are assessed upon entry using a Windsor Academy Trust agreed baseline assessment. If they enter 2 year old provision, the 2 year old check will also take place. Reception also completes the statutory Reception Baseline Assessment within the first 6 weeks of the Autumn term or within the first 6 weeks that a child enters Reception (if they do not start at the beginning of the year unless it has already been completed at another setting.) A further three assessments are made during the Autumn, Spring and Summer terms to assess their progress and development. At the data entry points Nursery and 2 year old Provision also screen using Wellcomm. In Reception Neli screening takes place in Autumn 2 and after the 20 week program children are screened once more. Reception children are also screened using RWI Phonics screen half termly.
KS1 - Phonic Assessment - Reception complete an initial baseline and then every half term, matching the assessment used in Year 1 and Year 2. Children are placed in a progress group according to their phonic knowledge and receive daily phonics matched to sounds that they are secure with. At the end of year 1(and for those children in year 2 who did not pass the check in year 1) a phonics screening check is taken to ensure children are making sufficient progress with their phonic skills. Children are asked to read (decode) 40 words. Most of these are real words but some are pseudo-words.
Whole-School - Across Year 1-6, baselines are formed using the end of year data, collected at the end of the previous academic year or key transition point. In addition to this, termly Assessments take place three times throughout the year (November, March and June), during assessment week. The following assessments are administered and data analysed:
Moderation takes place across our trust schools as well as external moderation for year 2 and 6. We moderate EYFS ELGs, reading, writing, maths and science. As an additional moderation tool, our pupils undertake ‘No More Marking.’ Each pupil's writing is assessed by a panel of judges and then compared nationally.
Parents are informed of their child’s progress in parent's evenings and annual school reports with targets moving forward. SATs results and other statutory results are shared with parents in line with government guidelines.
All children are expected to make progress across all areas of the National Curriculum. This is measured using NTS assessment analysis as well as using INSIGHT. Teachers also use their record book or subject leader tracked spreadsheets to measure summative data.
Scores are measured and carefully analysed against teacher assessments to ensure sufficient progress in being made. If a child does not make sufficient progress, immediate intervention takes place to support the swift progression.
Teachers have a half-termly pupil progress meeting with a member of SLT as well as the school SENDCO to discuss any children that are identified as a concern, any strategies and intervention is immediately put into place. This is then monitored at the next pupil progress meeting to ensure progress is made. If this is not evident then alternative provision to support swift progression will be put into place.