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Assessment and DfE School Performance Tables

Assessment

 

Teachers keep on-going detailed notes and records about children’s attainment in school in order to be able to assess individual needs and plan for appropriate next-steps on an individual basis. Throughout the Foundation Stage, the class teacher maintains a Foundation Stage Profile for each child which forms a comprehensive outline of what they can do in each area of learning. All parents have the opportunity to meet with their child’s class teacher during teacher-parent consultation in Autumn and the Summer terms, and receive a detailed written report in the Spring term. Our teachers will always speak with you in the interim if any concerns arise, and our policy at Trinity is to have an ‘open-door’ so that parents may make an appointment to see the class teacher with any concerns arising from home. Good communication between parents and teachers is essential. At the start of your child’s time at Trinity, we will establish a home-school link diary in order to help daily communication.

 

At the end of KS1 and KS2 teacher assessments are reported to County.  Standardised tests are merely a part of the on-going assessment by the teacher. We keep these tests to a bare minimum, and never refer to them as ‘tests’ with the children. Each year, a parent workshop is held before hand. As the results of the SATs are collated nationally, it allows for annual comparisons between our school and other schools.

 

 

 

More content to be added soon.

Yearly Progress Points.

 

As a school we are analysing your child’s progress on a day to day basis and next steps in learning are shared with the children verbally, through marking and through the success criteria for the lessons.

We have six times during the year when we formally share your child’s progress, attainment, effort and targets with you in the following way:

 

Reception:

October Half Term: Characteristics of effective learning and behaviour tick sheet with targets

December: Formal Parent Consultation with detailed characteristics of effective learning and targets

February Half Term: Characteristics of effective learning and behaviour tick sheet with targets

Easter: Formal written reports

May Half Term: Characteristics of effective learning and behaviour tick sheet with targets

July: Formal Parent Consultation with detailed characteristics of effective learning and targets

 

Year 1- Year 4:

October Half Term: Progress/Attainment/Effort/ Behaviour tick sheet with targets

December: Formal Parent Consultation with detailed progress/attainment/effort/ learning dispositions sheets

February Half Term: Progress/Attainment/Effort /Behaviour tick sheet with targets

Easter: Formal written reports (this will be much reduced due to reporting to you half-termly)

May Half Term: Progress/Attainment/Effort/ Behaviour tick sheet with targets

July: Formal Parent Consultation with detailed progress/attainment/effort /learning dispositions sheets

One thing that can alter progress/attainment during the year can be the weeks in a term and the topics covered. This may cause your child’s progress/attainment to fluctuate, as they may not have necessarily securely attained a specific target or have been taught a particular topic within a half-term. In this case, please do not be concerned if your child’s progress/attainment appears to dip at October, February or May half-term. If this fluctuation is due to a concern which has been raised, and not by a topic which hasn’t been covered, the teachers will speak to you about this so please do not worry.

I do hope all this makes sense and explains the sheet that you will have found in your child’s book bag yesterday afternoon. Please work on the specific targets given on the sheets. Thank you.

 

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