We are very proud of the children’s progress and achievements. The teaching and learning at Sulivan goes from strength to strength and our pupils continue to make good progress throughout the school.
Assessment of children’s progress and attainment is fundamental to providing relevant and challenging education. Teachers use daily formative assessment to plan the next steps in learning and to differentiate learning within their class. Children become a part of this process as we ask them to regularly reflect on their achievements and acknowledge their progress and targets. Teachers and pupils use a range of methods to do this in every day classroom practise. We know that children (like adults) are able to achieve more when they are aware of what they have learned and where they need to improve. Teachers ensure that this process is purposeful and managed appropriately so that children feel confident when taking their next steps.
Every six weeks children are assessed using more formal methods appropriate for their age. This allows teachers to effectively track and monitor progress and attainment and ensure that appropriate support is given in a timely way. It also allows teachers and pupils to celebrate achievements and set new targets.
This summative assessment is analysed by teachers and gives a more detailed view on children’s attainment. We run a wide range of intervention and booster groups that are tailored to the needs of children or groups of children as a result of our assessment cycle. All of our assessment methods are carried out with the same approach we take in all of our activities; nurturing, challenging and fostering aspiration.
As your child ends Reception and “graduate” to Key Stage 1, they are presented with a Learning Journal. This precious document tracks your child’s achievement within the EYFS curriculum. It is full of photos, comments and quotations from your child’s time in the Foundation Stage.
Key Stage 1
At the end of Year 2, we are required to report an end of KS1 result for each child in Reading, Writing, Maths and Speaking and Listening. Children are assessed as either Working Towards Age-Related Expectation, Working At Age-Related Expectation or Working At Greater Depth for each of these subjects based on the results of Year 2 SATs test in Reading, Spelling, Writing and Maths. These tests are internally marked and are used to inform a teacher’s final assessment. The assessment level is reported to parents and carers in the child’s end of year Report.
Key Stage 2
Children in Year 6 undertake the national SATs examinations in the final term of Year 6. These consist of a Reading, Grammar and Punctuation and Maths test. Since 2013 children are not externally examinated in Writing, instead teachers are advised to set writing tasks in test conditions and make a judgement of their attainment. Children are assessed as either Working Towards Age-Related Expectation, Working At Age-Related Expectation or Working At Greater Depth. These are then submitted to the DfE and schools are periodically moderated to ensure standards are consistent.
% of children working at age-related expectation
|Reading, Writing, Maths combined||75%||61%|
|Spelling, Punctuation and Grammar||82%||75%|
For DfE performance tables, please click here.