Assessment

Assessment at Brookfield Primary Academy lies at the heart of promoting pupils’ learning. All forms of assessment are used to improve teaching and learning. We believe that the most effective assessment results from ongoing dialogue and interactions with pupils. These daily interactions provide the most accurate judgements of pupil progress and are used to inform planning and teaching. Assessment is incorporated systematically into teaching strategies to address misconceptions and provide ongoing feedback to pupils.

Daily formative assessments are communicated to pupils through verbal feedback and marking. Weekly test scores (such as times tables and spellings) are recorded in pupil planners. Families are informed of progress through parents’ evenings, workshop events, communication in planners, and the setting and reviewing of targets.

We recognise that progress in learning is not always linear and, therefore, pupils should not be judged solely on the basis of test outcomes. Where assessment data is gathered, it is used alongside professional judgement to inform teacher assessment.

Assessment has a powerful impact on learning when its core principles are embedded within classroom practice. Assessment at Brookfield will:

• Be used to improve teaching and learning.

• Be rigorous and reliable.

• Be underpinned by knowledge of the curriculum.

• Inform future planning and curriculum delivery.

• Help pupils embed knowledge and use it fluently.

• Identify what a pupil already knows in order to build upon prior learning.

• Unpick and address misconceptions.

• Check learning during lessons as well as at the end of learning sequences.

• Provide effective feedback to move learning forward.

• Enable the monitoring of progress.

• Recognise pupils’ achievements.

• Avoid unnecessary paperwork that does not contribute to teaching and learning.

• Provide reliable information to parents and carers about their child’s progress.

• Comply with statutory requirements.

Assessment in Foundation Stage at Brookfield

Assessment is based primarily on practitioners’ knowledge of the children. This knowledge is gained predominantly through observation and interaction across a range of daily activities and experiences. Embedded learning is identified by assessing what a child can do consistently and independently in a variety of everyday situations.

We recognise that effective assessment provides a holistic view of a child’s learning and development. Staff therefore take account of contributions from a range of perspectives, including the child, parents/carers, and other relevant professionals when making assessments.

At the end of each term, staff use their professional knowledge and assessment evidence to judge whether children have achieved the curriculum goals for that term. Outcomes are analysed to ensure that all groups of learners are making good or better progress.

Children who are not working at the expected level are identified and supported through appropriate intervention and personalised support plans.

At the end of the EYFS, staff complete the EYFS Profile for each child. Pupils are assessed against the 17 Early Learning Goals and judged as either:

• Meeting the expected level of development; or

• Emerging (not yet reaching the expected level of development).

Information about your child’s development is shared during parents’ evenings, key worker discussions and through end-of-year reports. Parents and carers are encouraged to ask questions and discuss any concerns during these opportunities.

Statutory National Assessments

During their time at Brookfield, pupils will participate in the following statutory assessments:

• Foundation Stage 2 – EYFS Baseline Assessment (within the first six weeks of school).

• Year 1 – Phonics Screening Check (June) – internally administered, with a score out of 40 reported to parents.

• Year 4 – Multiplication Tables Check (June) – externally marked, with a score out of 25 reported to parents.

• Year 6 – Key Stage 2 SATs in Reading, Grammar, Punctuation and Spelling (GPS), and Mathematics (May) – externally marked, alongside teacher assessment where applicable.

Pupils with SEND

For some pupils with SEND, assessment may take different forms and consideration is given to any reasonable adjustments or access arrangements required to support accurate assessment.

Staff maintain high expectations to ensure all pupils make at least good progress. It is recognised that, for some pupils, aspects of assessment may need to be personalised. As part of the Assess–Plan–Do–Review cycle, targets are set and reviewed with parents at least three times each year and may include a range of assessment tools and frameworks appropriate to individual needs.

Class teachers review progress regularly and, in consultation with the SENDCO, discuss the development of pupils with SEND. The inclusion team supports the identification of further actions, which may include additional interventions, classroom strategies, or involvement from external agencies.

Reporting Attainment and Progress

Parents and carers are encouraged to play an active role in their child’s learning. Brookfield operates an open-door policy, enabling families to seek advice and support from staff whenever needed.

Communication with parents takes place through newsletters, curriculum overviews on the school website, homework activities, pupil planners, reports, assemblies, parent workshops and other school communications. Parents have regular opportunities to discuss progress and celebrate their child’s achievements.

Parents’ evenings are held during the academic year and provide opportunities to review pupils’ work and discuss progress with class teachers.

An annual written report is provided in July, detailing achievement across all areas of the curriculum. The report includes information about:

• Personal development and attitudes to learning.

• Progress and attainment across the curriculum.

• Achievement in Reading, Writing, Mathematics and Science.

• Effort and engagement.

• Targets for future learning.

Where statutory assessments have taken place, outcomes will also be reported to parents, including:

• Year 1 Phonics Screening Check score (out of 40).

• Year 4 Multiplication Tables Check score (out of 25).

• Year 6 Statutory Assessment Test outcomes.