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Assessment

Methods of assessment (both formal and informal) are used to improve learning and support future planning and teaching. 

In lessons pupils are verbally given the lesson intention (WALT) and objective (TIB) so they know what they are learning and why. They are made aware of the success criteria so they know what to do in order to achieve the learning intention. Verbal and/or written feedback is given during and lessons so pupils understand where they are in relation to the stated aim (WWW) and what they need to do next (EBI). This assessment method enables teachers to ascertain pupils’ understanding and provides the basis for day-to-day planning.

At key points during the year there are formal assessments in core curricular areas of English, Mathematics and Science. Tests are carried out from Reception (EYFS Baseline) up to Prep 6 and the majority of these are administered on-line. A cognitive abilities test (CAT) is used for Prep 4, 5 and 6 in order to provide additional information about pupil potential. In September 2016 a pupil attitudinal survey (PASS) was introduced.

Classroom activities are differentiated when required in order to value individual abilities. Streaming and specific grouping has been introduced in Prep 4, 5 and 6 in some aspects of English and Maths.

Pupils who have been identified as having outstanding ability are provided with extension and enrichment opportunities within individual subjects. Additional enrichment activities are also available through our extensive clubs programme. For those needing infrequent additional support, one-to-one help is given in class by the Teaching Assistant or Class Teacher.

For those who have been identified as requiring intervention to aid their literacy or numeracy skills, extra sessions take place in the Learning Support room.

 

Reporting to Parents

Parents are regularly informed of their child’s individual progress through written reports in Michaelmas and Trinity terms and Parent/Teacher Consultations in the first term and Lent term. In Prep 4, 5 and 6 results of the baseline CAT tests taken in Michaelmas Term are sent to parents and can be discussed at consultation evenings. From Prep 4 onwards, the end of year core curriculum test results are appended to the Trinity Term parental report. Reception pupil parents are regularly updated with their child’s progress towards the Early Learning Goals and are given summary results in the Trinity Term.

Half-termly class visits are organised throughout the Prep School that enable parents to visit the classroom and view work books and other displayed work. Class Teachers, the Director of Studies and the Head are always happy to meet or be contacted by parents to discuss the progress of their child(ren).

Needs of Learners

The school is committed to achieving the best possible outcomes for all pupils as academic learners and to meeting the academic needs of each pupil at a level appropriate to individual ability.

Classroom activities are differentiated when required in order to value individual strengths and support individual difficulties. A variety of teaching methods and styles are employed in the pursuit of this aim. From September 2016 streaming and specific grouping has been introduced in Prep 4, 5 and 6 in some aspects of English and Maths. We see this as an extension of the differentiation already applied within lessons and it involves pupils being ability grouped in relation to their GL exam results and other assessments.

Pupils who have been identified as having outstanding ability are provided with extension and enrichment opportunities within individual subjects. Additional enrichment activities are also available through our extensive clubs programme. For those needing infrequent additional support, one-to-one help is given in class by the Teaching Assistant or Class Teacher.

For those who have been identified as requiring intervention to aid their literacy skills, individual or paired sessions take place in the Learning Support room. These sessions are carried out by a teacher qualified to work with children with specific learning difficulties. Use of a dyslexia screener at assessment for admission or at the start of Prep 3 aids the identification of these pupils. There is also opportunity for pupils who have been identified as having problems in Mathematics to receive additional support in the Learning Support room with teachers experienced in the use of the Numicon programme. From September 2016 pupils will be assessed using a Dyscalculia screener to aid identification of those individuals who experience difficulties in Mathematics.

Where we think it necessary to adapt the curriculum to meet the needs of individual children, we do so in consultation with the parents of the child and with the involvement, if necessary, of the appropriate external agencies.