At Bexton we believe in involving teachers, support staff, pupils and parents in our assessment process. We strive to achieve a continuous loop of information between all involved.
Parents are invited to two parents' evenings, receive an annual report and are invited into school to an open afternoon. If a teacher is concerned about a child's progress or attainment, they will get in contact with parents to discuss. We encourage parents to contact the teacher if they have any concerns they wish to discuss.
There are two types of assessment used at Bexton; formative and summative.
Formative assessment is the most frequent type of assessment used; teachers and teaching assistants use opportunities to understand what children know about a subject. Teachers will use class discussions, group work, evidence in children’s books, and observations to assess the progress that children are making over time. Teachers record these observations in their whole class feedback book.
Summative assessment is less frequent - this is the use of tests or more formal assessments to find out what children have learnt. At Bexton we use STAR assessments each term to give a summative judgement used for tracking children's progress. These are computer adaptive tests which take a short time to complete and give teachers information about children's attainment in reading and maths.
If your child is struggling to achieve some of the objectives or their teacher is concerned about any aspect of their progress they will talk to you to discuss next steps. They may also seek advice from the subject leader, assessment coordinator or our Special Educational Needs coordinator.
At the end of the year your child's teacher will make an overall judgement in each area of the curriculum.
Intervention: A child will be receiving additional targeted interventions and parents will be informed of the additional support in place.
On Watch: Some content from the year has not been achieved yet. The child will need some more in class support to achieve these objectives the following year.
Expected: All the year group content has been achieved and the child is ready to commence next year's objectives.
Above: All the year group content has been achieved and the child independently, with no prompts demonstrates skills/ knowledge in a wide range of contexts.