Formative Assessment happens continually throughout learning and gives pupils and teachers a chance to improve as the lesson goes on.

Formative Assessment is all about:

• Involving pupils in their own learning
• Involving pupils in self-assessment and peer assessment
• Asking the right kind of questions
• Giving children feedback about the quality of their work and how they can make it better
• Helping children decide what steps they should take next
• Belief that every pupil can improve

Here are some of the Formative Assessment strategies we use in school to improve our learning:

• Thinking Time– this encourages all children to try to find an answer
• Talking Partners – allowing a short discussion with others to explore ideas and knowledge
• Asking open questions  -  encouraging children to think rather than just answer yes or no
• Feedback – focusing on a specific learning intention at a relevant time (ie with the children)
• Self/peer assessment – children take the responsibility for feeding back to the teacher/group about their own work

Summative Assessments 

The following summative assessments are currently statutory:

• Base line assessment is used in Reception/Early Years within first six weeks of starting school and Foundation Stage Profiles are maintained
• Phonics are tested in Year 1 and re-tested, where necessary, in Year 2.
• Pupils in Year 4 take a times table test at the end of the academic year.
• Pupils in Year 6 sit National tests in English, maths and Spelling, Punctuation and Grammar 

In school, summative Assessments are administered three times a year when children sit the NTS tests in reading and maths from Year 1 through to Year 6. These tests are non-statutory but are used to track progress and attainment and support teacher judgements. 

Reporting to Parents 

We share the progress a child is making at the two Parent Consultation Evenings we have every year, followed by a formal written report in the summer term (alongside an opportunity to discuss the end of year report with the teacher during a drop-in session). These are also opportunities to provide feedback on the other achievements of each child and how we have seen them developing as learners and as a young person. Parents may also make an appointment with the class teacher throughout the year to discuss any concerns that they may have.