Monitoring and Recording Progress
Teachers make on-going day to day judgements about children’s progress in order to plan next steps in their learning. We also use published assessment material to help us check on children’s progress and development on a more formal basis - our Baseline Assessment for 4 year olds and a variety of reading, spelling and maths tests all provide useful information. Test results are recorded on class record sheets and updated at least annually or as appropriate. Teachers use the tracking system ‘INCERTS’ to track the skills progress made by individual children and to plan the next steps.
'The school’s work on target setting and progress tracking ensure that each child is valued as an individual, and encouraged to reach their potential.'
Section 50 Inspection Report, February 2013.
Individual targets are set within year groups and copies sent to the L.A. for statistical analysis. If a child’s progress gives cause for concern parents will be informed by the class teacher. The L.A.’s Special Educational Needs Support Service or Psychological Service may be called upon to confirm the school’s assessment and to assist the child in any way deemed appropriate. Parents are always kept fully informed of any dealings by outside agencies with their child.
At the end of each key stage, (Year 2 in the Foundation Phase or Year 6 in Key Stage 2) teachers make assessments to ascertain pupils’ achievement and these are reported to parents. In the Foundation Phase the areas assessed are 1.)Personal and Social Development, Well-Being and Cultural Diversity 2.)Language, Literacy and Communication Skills and 3.)Mathematical Development. In KS2 the pupils are assessed in English, Maths and Science. From 2010 this has also included Welsh as a Second Language for Year 6 pupils. As children progress through school they gain knowledge, understanding and skills in these subjects, this progress is measured in levels.
National Tests
Children in Years 2 to 9 now take national tests in reading and numeracy each summer. Schools have always used tests to check how well children are doing. Having national tests developed especially for use in Wales means that teachers in all schools have the same information on the reading and numeracy skills of their pupils. The tests can show where individual children might need more help to improve their skills.
The reading tests are made up of short questions based on two or more texts. Some of the questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading. Before the start of the test, children can try out some practice questions so that they will know what the different types of questions are like and what they may be asked.
There are two kinds of numeracy tests.
Primary schools give the tests to their pupils at the beginning of May. The school decides on the timetable for the tests and we will let parents know the dates when your child will sit the tests. Children take the tests in classroom or in smaller groups.
The tests can provide useful information to add to what your child’s teacher knows about their reading and numeracy from their work every day in the classroom. Teachers can use the results to identify strengths and also areas where more help may be needed. They may share this information with you at parent meetings. However, any test can only look at a limited range of skills and abilities.
The reading tests cannot provide any information on speaking, listening or writing skills. The numeracy tests cannot test your child’s understanding of space and shape. Some children will not perform at their best on the day of the test. As a result, their test results alone may not give a full picture of their ability.
Each test is designed to measure achievement across the range expected for each year group. The tests will not always give reliable information for children who are working at the extremes, or out of the range for their age. It is important to discuss your child’s progress with their teacher based on all the evidence they have, rather than just focusing on a single test result. It is also important to remember that children do not all make progress at the same rate.
For information from the Welsh Government about the national tests... (click here)
End of Key Stage Assessment
There are nationally-expected standards for the end of each Key Stage; these are Outcome 5 for Year 2 pupils and Level 4 for Year 6 pupils. Of course, children vary greatly in their skills and aptitudes, and it is not at all unusual for pupils to achieve below or above the expected levels or to achieve different levels in the three subjects. For example, please remember that a child who has reached Level 3 in maths at the end of Year 6 may have actually made far more progress during KS2 than one who has achieved Level 5.
'Provision for pupils with additional learning needs is very good and enables these pupils to do well.'
Estyn Inspection Report, February 2013.
The school holds two formal parent consultation evenings and an open evening during the year. During these meetings the child’s class teacher will discuss each child’s progress and current learning targets with parents. An annual written pupil report is sent to parents in July. Parents have the opportunity to respond in writing to this report and we hope that you will offer a comment as it is important in helping us evaluate our work with the children.
Useful guidance for parents is available by following the links:
Teachers make on-going day to day judgements about children’s progress in order to plan next steps in their learning. We also use published assessment material to help us check on children’s progress and development on a more formal basis - our Baseline Assessment for 4 year olds and a variety of reading, spelling and maths tests all provide useful information. Test results are recorded on class record sheets and updated at least annually or as appropriate. Teachers use the tracking system ‘INCERTS’ to track the skills progress made by individual children and to plan the next steps.
'The school’s work on target setting and progress tracking ensure that each child is valued as an individual, and encouraged to reach their potential.'
Section 50 Inspection Report, February 2013.
Individual targets are set within year groups and copies sent to the L.A. for statistical analysis. If a child’s progress gives cause for concern parents will be informed by the class teacher. The L.A.’s Special Educational Needs Support Service or Psychological Service may be called upon to confirm the school’s assessment and to assist the child in any way deemed appropriate. Parents are always kept fully informed of any dealings by outside agencies with their child.
At the end of each key stage, (Year 2 in the Foundation Phase or Year 6 in Key Stage 2) teachers make assessments to ascertain pupils’ achievement and these are reported to parents. In the Foundation Phase the areas assessed are 1.)Personal and Social Development, Well-Being and Cultural Diversity 2.)Language, Literacy and Communication Skills and 3.)Mathematical Development. In KS2 the pupils are assessed in English, Maths and Science. From 2010 this has also included Welsh as a Second Language for Year 6 pupils. As children progress through school they gain knowledge, understanding and skills in these subjects, this progress is measured in levels.
National Tests
Children in Years 2 to 9 now take national tests in reading and numeracy each summer. Schools have always used tests to check how well children are doing. Having national tests developed especially for use in Wales means that teachers in all schools have the same information on the reading and numeracy skills of their pupils. The tests can show where individual children might need more help to improve their skills.
The reading tests are made up of short questions based on two or more texts. Some of the questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading. Before the start of the test, children can try out some practice questions so that they will know what the different types of questions are like and what they may be asked.
There are two kinds of numeracy tests.
- The procedural test measures skills in things like numbers, measuring and data.
- The reasoning test measures how well children can use what they know to solve everyday problems.
Primary schools give the tests to their pupils at the beginning of May. The school decides on the timetable for the tests and we will let parents know the dates when your child will sit the tests. Children take the tests in classroom or in smaller groups.
The tests can provide useful information to add to what your child’s teacher knows about their reading and numeracy from their work every day in the classroom. Teachers can use the results to identify strengths and also areas where more help may be needed. They may share this information with you at parent meetings. However, any test can only look at a limited range of skills and abilities.
The reading tests cannot provide any information on speaking, listening or writing skills. The numeracy tests cannot test your child’s understanding of space and shape. Some children will not perform at their best on the day of the test. As a result, their test results alone may not give a full picture of their ability.
Each test is designed to measure achievement across the range expected for each year group. The tests will not always give reliable information for children who are working at the extremes, or out of the range for their age. It is important to discuss your child’s progress with their teacher based on all the evidence they have, rather than just focusing on a single test result. It is also important to remember that children do not all make progress at the same rate.
For information from the Welsh Government about the national tests... (click here)
End of Key Stage Assessment
There are nationally-expected standards for the end of each Key Stage; these are Outcome 5 for Year 2 pupils and Level 4 for Year 6 pupils. Of course, children vary greatly in their skills and aptitudes, and it is not at all unusual for pupils to achieve below or above the expected levels or to achieve different levels in the three subjects. For example, please remember that a child who has reached Level 3 in maths at the end of Year 6 may have actually made far more progress during KS2 than one who has achieved Level 5.
'Provision for pupils with additional learning needs is very good and enables these pupils to do well.'
Estyn Inspection Report, February 2013.
The school holds two formal parent consultation evenings and an open evening during the year. During these meetings the child’s class teacher will discuss each child’s progress and current learning targets with parents. An annual written pupil report is sent to parents in July. Parents have the opportunity to respond in writing to this report and we hope that you will offer a comment as it is important in helping us evaluate our work with the children.
Useful guidance for parents is available by following the links: