Assessment of your child’s learning progress
The school formally assesses your child’s learning and progress termly; 3 times a year. We do this in three ways: by setting tests; by assessing your child’s classwork and through the teachers’ professional judgement. Each class teacher meets with the Headteacher termly to discuss each child’s progress. The discussion includes consideration of any additional support needed especially if a child is not making the progress we think they need to make in order to achieve their full potential.
The governors of our school also review the ‘data’ which shows the progress of all of the children across the school anonymously and this is discussed at meetings of the Governors Teaching and Learning Leadership team.
We are confident that we know how your child is progressing with their learning and that we can challenge and support as appropriate.
Life without Levels!
With the introduction of the new National Curriculum the Government also agreed to disband the levels system of measuring and recording the progress and attainment of pupils. Schools have been tasked with adopting new methods of assessing progress to replace the old ‘levels’ (i.e. 2b, 4c) which you may have been familiar with.
At Hartwell Primary we are using a system called Target Tracker which measures children’s progress in ‘bands’ and ‘steps’. There are 3 broad bands across the year, beginning, working at and secure, broken down into 6 smaller steps. For example, if your child is in Year 3 they may be assessed as 3B, 3B+, 3W, 3W+, 3S or 3S+. Note that the number (i.e. 3 in this example) denotes the year group the child is in and does not refer to the old level 3.
We hold high aspirations for our children and we know you do too. At the end of this school year, we aim for the majority of our children to be on the “W+” or “S” step indicating that they have reached the appropriate age-related level of attainment. We will, of course, continue to strive for as many children as possible to reach “S” and for some to progress further into the ‘S+’ step. It is important to note that children who were previously working above the level expected nationally for their age will now not necessarily progress onto the next years objectives but will broaden their understanding through tasks designed to develop “mastery” of the subject at a deepened level.
Reporting your child’s progress
We will report on progress to parents 4 times a year: verbally at the October parents evening; in a written summary report in January; verbally at the March parents evening and finally in a written summary report at the end of the summer term. The aim of this is to ensure that parents are fully aware of their child’s progress across the year.
Parents of Foundation Stage children should note that the curriculum and therefore the report look different to the rest of the school. At the end of the year your child’s report will reflect progress towards the Early Learning Goals using the language Emerging, Expected or Exceeding instead of Steps.