We evaluate the impact of our curriculum in the following ways:

Pupil achievement and progress

We measure pupil achievement – the acquisition of knowledge and skills – and progress using a number of strategies, including:
– on-going teacher assessments, based on questioning in class,
– Observations and pupil outcomes (which includes their work in books),
– Supported by moderation in school,
– Externally with other schools and with the local authority
– At the end of each term in core subjects, pupils complete assessments which provide us with information about impact and this informs next steps
– Pupils’ acquisition of vocabulary and knowledge through book scrutinies, learning conversations and learning walks

In foundation subjects, teachers do similar: they continually assess children’s learning which informs their subsequent teaching. At the end of a topic, teachers will make a summative assessment, indicating if children are ‘currently working below’, ‘working towards’, at ‘expected’ or at ‘greater depth’ in a subject. These are then reviewed and finalised at the end of the school year for all foundation subjects.

Scrutiny of progress in books and learning conversations with children are key ways to assess impact. We explore how successful our children have been in acquiring knowledge and skills in relation to their stage of learning. In conversations with children, teachers and school leaders will ask questions relating directly to age-related expectations and to times when they might have needed more support or when they experienced greater challenge.

Lesson visits and the monitoring of planning support our assessment of impact.

Teaching and Learning reviews happen half-termly, and bring together all of the information that staff have about the progress and wellbeing of classes and year groups, allowing us to plan ahead for the following terms.

Whole school areas for development are identified as a result of evaluating the impact of what we do.

Pupil attitudes

We measure pupil attitudes using a number of strategies, including:
– Feedback during learning conversations and in pupil and family surveys
– Attitudes and behaviour in lessons across the curriculum
– The quality of the work they produce, including taking pride in presentation
– Attendance and punctuality

To support us in this, we use our curriculum design values: Inspiration, Challenge, Leadership. Children, particularly those older learners, will be encouraged to reflect on and self-assess their learning in terms of these three themes.

We’ll ask questions such as:

– The person we learnt about was inspiring because….
– This made me think about….
-I made progress today because….

– The most challenging part of this learning was….
– I enjoyed this lesson because….

– This connected to my life because….
– In the future, I will use this because….
– This learning is relevant to me because….

Nationally standardised assessments include:

  • the EYFS profile at the end of reception;
  • the Y1 phonics check;
  • the Y4 multiplication facts check;
  • national tests at the end of Key Stage 2 (KS2) in mathematics, reading, grammar, punctuation and spelling. Also, teacher assessment of writing and science.

Marking and Feedback policy

To have a look at our Marking and Feedback policy, please take a look at Our Policies page.

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