Planning and Assessment
Planning
Planning will consist of overarching learning intentions which is then mapped out by key questions based on a collaborative approach between teachers and children, guided by the CfW ‘What Matters Statements’, and supported by targeted ALN provision.
Cross Curricular links
Literacy, numeracy and digital competence are mandatory cross-curricular skills within Curriculum for Wales. As a school we look to ensure all practitioners, across all curriculum areas, develop and ensure progression in these skills. Literacy, numeracy and digital competence skills are developed in and across the curriculum to fit with our schools’ approaches.
Assessment
Assessment is embedded into ongoing day-to-day practice in a way that engages the learner and puts the learner at the heart of their learning journey. We have recently developed pupil profiles that start with the children in reception and follows them until they leave the school in year 6. Our profiles have a pupil centred approach with formative assessment evidence throughout the profile. Focusing on; ongoing day-to-day work, showing the learners progress over each term, and understanding group progress.
Supporting individual learners on an ongoing, day-to-day basis
Assessment at St-Michaels focuses on identifying each individual learner’s strengths, achievements, areas for improvement and, where relevant, barriers to learning. This understanding is used by all staff, in discussion with the learners, to ascertain the next steps required to move learning forward, including any additional challenge and support required. This is achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning.
Identifying, capturing and reflecting on individual learner progress over time
Assessment supports all staff in identifying the progress being made by an individual learner, and recording this, where appropriate in the children’s pupil profiles, to understand the learner’s journey over different periods of time and in a variety of ways. This includes developing an understanding of how a learner has learned, as well as what they have learned and are able to demonstrate. Reflecting on a learner’s progress over time enables all staff to provide feedback and help plan the children’s future learning, including any interventions, additional support or challenge that may be required. This should include both immediate next steps and longer-term objectives and goals that the learner should work towards to help keep them moving forward in their learning. It is also used as a basis for communicating and engaging with parents and carers through the children’s pupil profiles.
Understanding group progress in order to reflect on practice
Assessment should also enable all staff and leaders within the school, to understand to what extent and in what ways different groups of learners are making appropriate progress. Information that flows from assessing learner progress is used to identify strengths and areas for improvement in both the curriculum and daily practice, including consideration of how the needs of learners as individuals have been met. This focus does not relate to external reporting, but contributes to our schools understanding of what it needs to know and reflect on about our learners in order for them all to maximise their potential, as well as its identification of specific challenges and supporting particular groups or individual learners. This understanding contributes to processes of self-evaluation and continuous improvement here at St-Michaels.