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.

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.

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.