How we use Assessments to Personalise Learning

Daily Assessments

Every child’s progress is monitored every lesson through a range of strategies including:

  • Listening to pupils in learning discussions and in their responses to questions
  • Monitoring work during lessons
  • Marking books

Assessments are then used to tailor teaching and pupil tasks to ensure that work is correctly pitched for pupils of all abilities.  Where misconceptions are identified, or where pupils are identified as needing more support, teachers adapt their lessons to cater for different needs.  Similarly, if pupils need greater challenge, this is planned for to ensure that all children make good progress in their learning.  The school uses ACE tasks to ensure that children always have opportunities to practise and consolidate skills and develop mastery levels of learning.

ACE stands for:

  • Activity
  • Challenge
  • Extension

ACE tasks are sometimes set for the whole class, for groups of pupils or for individuals, depending on the focus of the lesson and children’s prior abilities.  Pupils sometimes work independently on their learning, but can also work in pairs, or with an adult to support or extend learning in order to maximise progress.

 

Tracking Pupil Assessments

The school uses a computer system called Target Tracker to record on-going assessments for all children.  Each pupil’s progress is recorded against the National Curriculum statements, where they are assessed as having partially achieved, achieved or mastered the skill.  This can be simply explained as follows:

  • Partially achieved – The pupil has learnt the skill superficially. They require support or prompting to be consistently successful.
  • Achieved – The pupil can demonstrate the skill independently, without direct guidance from an adult.
  • Mastered – The child can demonstrate the skill independently, without prior prompting. Their understanding is deep, so they can apply the skill successfully to new and challenging contexts.

At Ranvilles we believe in the ‘mastery for all’ philosophy so as the year progresses, children re-visit learning and apply learning in gradually greater depth to ensure that skills are fully secure and transferrable.  Mastery tasks provide high levels of challenge where children apply skills in new contexts and work across many areas of learning.  Children’s progress is reviewed regularly, with ‘catch up, keep up’ sessions and SEN interventions initiated to close gaps if children require additional support.

 

Teachers and leaders use Target Tracker ‘steps’ to track progress numerically each term, informed by on-going statement assessments.  The pupil school report sent to parents at the end of the academic year indicates whether pupils are working below, towards, at, or above age-related expectations using the information collated in Target Tracker.  We also email the ‘statement’ assessments for a child to their parents to give them a comprehensive picture of their child’s strengths and areas for further focus.

 

Pupil Self and Peer Assessment

Pupils are encouraged to show good ‘behaviours for learning’ and have a clear awareness of how they can achieve their very best and improve their work.  ‘Success criteria’, ‘steps for success’ ‘learning targets’ and ‘purple polishing pens’ are some of the strategies that pupils are trained to use to develop independence and promote the pursuit of high standards in their own learning.  At times children also work in pairs or groups to evaluate each other’s work and suggest areas for improvement.  Such structured reflection activities provide great opportunities for children to coach each other and take responsibility and pride in their learning.

 

Developing Test Technique

At the end of KS2 all pupils complete the Statutory Assessment Tests (SATs) which require children to demonstrate their knowledge and understanding under strict, timed test conditions.  To prepare pupils for these tests, children complete regular tests throughout their time with us.  Test results are used in conjunction with teacher assessments to plan activities that regularly practise test skills.  This allows us to support children to tackle the format of unfamiliar test questions with confidence and success.