Marking

Marking is an essential part of planning assessment, teaching and learning.  Responding to pupils’ work through constructive comment acknowledges achievement, promotes positive attitudes and behaviour and leads to an improvement in standards. We believe that marking should provide constructive feedback which helps pupils to understand what they have achieved and what they need to do next. Comments focus on children’s learning achievements and efforts against clearly explained learning intentions. Feedback may be given verbally and also by peer to peer, depending on the task at hand.  However our teachers ensure that it is legible and is expressed in clear language appropriate to the needs and abilities of the individual pupil, whilst feeding into the planning of future teaching activities.

Assessment

We believe that effective assessment provides information to improve teaching and learning. To do this, we undertake two different but complementary types of assessment throughout the year.  At age appropriate stages, these include assessment of innate potential as well as assessments of current performance.

  • Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can ultimately achieve this aim (i.e. to close the gap in their knowledge).
  • Assessment of learning (summative assessment) involves judging pupils' performance against appropriate personal and national (comparative) expectations. Teachers make these judgements in a number of ways throughout the year. Core subjects are assessed half-yearly and cognitive abilities tests are used at the end of each academic year, to further meet the needs of our children and plan their next stages in learning.

Reporting and Parent Conferences

We believe that our half-yearly reports highlight and celebrate our children’s achievements whilst acknowledging areas for improvement and further development in their learning. Where areas for improvement are identified, targets are clearly set to clarify the way forward for each individual child. The integrity of our staff ensures their belief that honesty is hugely important in report writing allowing us to paint an accurate picture of where a child is at that specific point in their learning journey. A key aspect of our reports are the attitudes to learning which highlights the strengths and weaknesses of our children’s propensity to learn and how they approach School life as a whole.

Parent conferences are held in October, February and June however our teachers welcome the opportunity to discuss with a parent their children’s progress at any point during the year. Communication between and home and School is all important for our children to progress in their learning.