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Assessment Policy EYFS

Assessment Policy EYFS

Prasarnmit Primary International Program (PPiP)
 
Reviewed by: Anastasia Adams
Review Period: 2 years     
Date Adopted: November 2015
Next Review: November 2017
 
Contents
 
Our School Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction to Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Aims and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Methods and Use of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 3 & 4
Moderating Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reporting to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 & 5
Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Equal Opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Staff CPD Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Responsibility, Management and Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
 
 
Our School Vision
 
The creation of our school vision involved the whole school community. Prasarnmit Primary International Program (PPiP) is a nurturing, inclusive school that provides children with the knowledge and skills to prepare them for their future in an ever changing world.
 
At PPiP, we educate and support the whole child by providing opportunities for each child to find and nurture their own unique talents and abilities. At PPiP we offer a safe environment that promotes tolerance and respect as part of an international community. We motivate our students to be happy and confident learners. We create a culture of accomplishment within a vibrant and stimulating learning environment ensuring positive reinforcement at all levels of ability through appropriately differentiated expectations. Children strive to reach their full potential and become independent learners through an engaging and creative curriculum. Our vision is for PPiP pupils to become lifelong learners, who are able to use their own initiative to encourage themselves to grow in confidence and become positive contributors to society. 
 
Introduction
 
As teachers, observation, assessment and record keeping are integral features to ensure there is a high quality early education. By assessing and observing, it allows teachers to reflect on the curriculum, the lesson input, progression, along with the children's interests. As early learning educators, we strive to observe, support and extend all of our pupils. Through purposeful assessment we can improve on student learning. Assessment plays a key role within planning, target setting as well as ensuring continuity and progression.
 
Assessment and observation is a recognised method of ensuring that the teaching and learning is age appropriate and that all learning that takes place in the early years setting, and throughout the school, is personalised. With the use of a clear assessment policy, it will ensure that all staff within PPiP supports all pupils, extending and challenging them, making better than expected progress. 
 
 
Aims and Objectives
 
Within PPiP there are aims and objectives we strive to achieve to ensure that assessment plays significant role within the classroom. We aim to:
 
  • identify and record specific needs and interests in order to plan a curriculum that is relevant.
  • target the assessment of specific skills, knowledge and concepts ensuring there are no gaps in a child’s learning journey or observations.
  • contribute to special educational needs (SEN) and English as an additional language (EAL) targets for children on entry and update them when necessary.
  • screen, set up and review individual education plans (IEP’s) with relevant staff.
  • gather information about pupil performance.
  • inform parents of pupil progress and targets.
  • allow pupils to demonstrate that they know and what they can do in their learning, assisting in pupil assessment.
 
Methods and Use of Assessment
 
At PPiP, there will be a variety of methods used to assess the pupils. Each style of assessment allows the teachers to assess all areas of the child’s development.
 
Observations
 
Staff at PPiP use observations to watch a child’s behaviour, social skills, knowledge and understanding and physical activity. We use observation to:
 
  • Inform planning.
  • Extend a child’s interest or fascination when teaching or within play.
  • Challenge and teach new skills.
  • Provide the child with ‘next steps’ targets.
  • Encourage child engagement with his/her peers and the activities.
  • Identify and encourage positive behaviour.
  • Ensure a child’s well being and involvement is satisfactory.
 
Learning Journeys
 
A learning journey is a good way to record and keep children’s work. In the foundation stage we use an app called Tapestry. We use this for:
 
  • Recording children’s activities through pictures and videos.
  • Recording photos of their work.
  • An electronic record of assessments and targets children have met.
 
A learning journey can also be in the form of a paper copy and this is usually in a file specifically for one child. Work in this file can be photocopied and sent home at the request of the pupil.
 
 
Tracking Progress
 
Teachers will use observations and assessments to track pupil progress. Staff will refer to learning journeys and pupil trackers to assess progress. When progress tracking:
 
  • Observations will be shared with relevant members of staff.
  • Assessments and observations will be completed and filed correctly.
  • Long term tracking will be considered for those pupils who are not making expected progress.
  • Additional support through appropriate staff will be discussed to help a child achieve targets.
 
Focus Children
 
Focus children is a really good way to look at specific targets. In a class, the teacher will usually have between two and five focus children a week. In this time the teacher will look closely at these children’s development, physically, socially and emotionally.
 
The purpose of having focus children are as follows:
 
  • A weekly assessment focusing on the Development Matters Scheme, focusing on age appropriate goals and achievements.
  • Discuss and use the information from the weekly focus children to plan next steps.
  • Make key notes on a child’s development, in particular the English language used with PPiP.
 
Moderating Progress
 
Once a term the teachers in PPiP foundation stage are required to come together to produce their assessments, observations and record keeping. In this meeting staff will have to produce evidence that their assessments and observations are accurate and of a high quality. Evidence may consist of samples of work, Tapestry entries, observations and assessments. When in moderation the following is discussed:
  • Is there high quality assessment, observation and record keeping?
  • Is it consistent within the classroom? Within the year group? Within foundation stage?
  • Does the evidence submitted show that the child’s needs are being met?
 
Reporting to Parents
 
In foundation stage, we believe that it is important for parents/guardians to be part of the child’s early education and development. We strive to do this by providing parents/guardians with different means of communication between the parents and the staff. These means of communication are:
 
  • Reports issued at half term and end of term reports.
  • Emails between staff and parents/guardians.
  • Tapestry app for parents/guardians to access at home.
  • Progress meetings during term time to discuss pupil progress.
 
Confidentiality
 
Confidentiality and safe guarding are key within education and we pride ourselves knowing that we have a high level of confidentiality within our department. At PPiP, all information regarding children is classed as confidential and is stored safely.  All records and reports are stored in a safe location. All conversations, whether it be by phone call or face to face, will be held in private so that sensitive information can be discussed. All records of children and conversations are not shared outside of PPiP.
 
Equal Opportunity
 
At PPiP, we promote the celebration of success but also the diversity of our families. We understand that all children have had different opportunities and we encourage this within our classroom though we understand that all children need to be provided with the opportunity to experience new things. At PPiP, assessments and observations are differentiated, ensuring that all children have equal chance of succeeding.
 
Staff CPD Opportunities
 
We want to ensure that staff are confident and comfortable with assessment, observation and record keeping. To do so we:
 
  • Have a well organised assessment system that all teachers are happy and comfortable using.
  • Hold staff meetings and provide any additional training, where necessary, to ensure all teachers are kept up to date with any changes.
  • Provide any literature that will assist in the knowledge and understanding of assessment, observation and record keeping.
  • Are a cooperative team who are supportive, respectful and caring of each other.
 
 
Responsibility, Management and Coordination
 
At PPiP, we want the best for our children so to ensure this management and assessment lead have the following responsibilities:
 
  • Ensure that observations, assessments, record keeping and learning journeys are of a consistently high standard.
  • All written records are passed on through the year groups, and on to parents should a child leave PPiP.
  • To ensure that all staff are responsible to contributing to meetings, observations, assessments and record keeping for all of the children in their classes.