Assessment for learning one of the core principles of our teaching and learning at Gesher. Assessment is used to support teachers with identifying where a pupil is with their learning, highlighting what progress has been made, and outlining next steps that are needed to make further progress and fulfil potential.
We assess to give:
- Children an understanding of where they are secure, where they have made progress and know what it is that they need to do to rectify any gaps and the next steps needed to extend their learning
- Teachers the detailed knowledge of their pupils’ needs and strengths which they can use to inform future learning, their planning and their teaching
- Parents and Carers regular updates on their child’s progress through meetings and home-school communication enabling them to work with the school to support progress
- School leaders and Governors information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school
- External agencies and partners including DFE, ISI and OFSTED the evidence that we know our pupils well and consistently set and maintain high standards in learning and teaching to ensure children can fulfil their true potential.
We carry out two main types of assessment:
Those assessments concerned with establishing the overall attainment of pupils over time. e.g.
Baselines & Target Setting using PIVATS- Assessments will be made initially using a baseline and setting an end of year target for each of the Core Subjects and Personal, Social and Emotional Development (PSED)
Individual Education Therapy Plan (IETP)- IETPs are reviewed, assessed and updated three times a year. IETPS are individualised with members of the multidisciplinary team working with the children contributing to these, through target setting and tracking.
Annual Reviews- EHCP plans are reviewed and updated to reflect children’s progress along with areas of strengths and those areas that need further development.
Foundation Subjects trackers- Progress in Foundation Subjects will be carried out using the Achievements/Targets report. Targets are set with key achievements and progress noted down, as well as next steps for each subject put in place.
Standardised assessments for phonics through the Read, Write Inc program assessment tools are used to access phonics across the school. Children are assessed at the start of the year with assessments repeated termly to track progress and inform teaching and interventions.
Those assessments that happen day by day and lesson by lesson. This concerns finding out what the pupil can do so that next steps can be planned. e.g.
- Lesson Plan evaluations where teachers will assess pupils on a day to day basis, checking on pupils’ understanding and progress and create next steps for each learner at the end of the week to show progression
- Observations, videos, anecdotal notes, levels and next steps. These will be recorded through our online communication platform (Seesaw) and/or exercise books
- Marking pupils’ work and provide written and oral feedback, where appropriate Identifying successes and the next steps for improvement.
- Self and peer assessment are used where appropriate for children to identify their next steps and how to achieve their learning objectives.
- Use observation and monitoring of learning behaviours to support children’s engagement and access of the curriculum.
- Parents will have an opportunity to review online books weekly and/or exercise books at the end of each term.
- Weekly progress and updates will be noted on the online communication platform (Seesaw) between home and school
- Parents will receive a termly report summarising their child’s overall progress.
- Parents will receive reviewed IETPs targets at the end of each term
- Parents have the opportunity to attend Parent-Teacher meetings termly with the class teacher
- Parents are invited to attend Annual Reviews which are attended by the Class teacher, the therapists working with the child and the school SENDCO
- Staff are available to speak with parents and carers informally at the end of the school day, and appointments can be easily made to speak with staff in more depth outside of our formalised reporting schedule.