We are proud of the achievements of our children at this school. Many of them have come to live in the UK and have to learn English in addition to their home language. This means that many have a slow start and then make rapid progress. Some children who have been in the country for less than two years by the age of 11 can be excluded from the overall results. All children are included in EYFS and KS1 however, even if they are very new to the UK. This is reflected in our school’s performance data. You can see our latest results in the document below.
2017 How well do our children learn
School performance information is available on the education.gov.uk website. This also allows you to compare between different schools.
Our Ofsted reports can be viewed on the www.ofsted.gov.uk website.
Assessment at Hazel
Assessing children is an important part of our school’s work. It tells us how well children are doing when compared with other children of their age, and how well they are progressing. Many children may start at a low level for a number of reasons, but make rapid progress and catch up over time.
At Hazel we have chosen to use Target Tracker as our system for recording assessment. From 2015-16 we will be using the system of ‘Steps’ for all children in Years 1 to 6.
We believe that this new ‘Steps’ system will be easy for children, parents and teachers to understand and enable us to ‘Give reliable information to parents about how their child, and their child’s school, is performing, help drive improvement for pupils and teachers and make sure the school is keeping up with external best practice and innovation.’
Accurate assessment is an important part in ensuring all children are given every opportunity to learn at their best, and has a purpose at every level for everyone involved:
Pupils are given appropriate feedback on their learning by their teachers to help them with their next steps through marking and other support.
The new National Curriculum has clear expectations for what children should achieve by the end of each key stage and year group. Our assessment system breaks these down into more detailed guidance which enables teachers to use assessment to support lesson planning and provide a curriculum designed to meet the needs of all learners. Teachers and school leaders use assessment to help ensure that the pupils who need extra intervention are quickly identified, appropriately supported and monitored so that no one is left behind.
School Leaders use assessments to monitor the progress and attainment pupils make, to ensure the school is helping pupils achieve their potential.
Parents should be able to get a clear and accurate sense of their child’s achievement and progress as well as areas where they can support development.
Governors use data to ensure the school is supporting pupils learning effectively.
The Local Authority and Inspection teams also look at data to see how groups of children are performing, and how well the school is doing.
Tracking Attainment and Progress with Steps
Assessment is based on a series of numbered bands. Each attainment band has been broken down into six steps:
beginning (b) and beginning + (b+)
working within (w) and working within + (w+)
secure (s) and secure + (s+)
For children to be working at age related expectation, they need to be assessed as working between w (working at) and s (secure) at the end of the appropriate year. Secure + indicates a child who is really confident at applying their learning and is demonstrating ‘mastery’. In the new curriculum the general expectation is that children will be measured in their year group band but will gain a deeper understanding to attain s+.
Each of these steps is translated into a point which helps the school to measure progress over time.
At appropriate times during the school year, teachers decide which step each pupil is working at in different subjects.
Lower and high achieving pupils may be working at a band outside of their current year.
We expect children to progress by at least a band per year, with many exceeding this, particularly where they are
learning English as an additional language.