End of Year Expectations

At Whitchurch effective assessment is essential to quality teaching and learning. Regular feedback given to children on their learning helps them to understand how to be successful, reflect on what they have achieved and consider what they need to do to improve further. Good assessment practice ensures lesson planning is relevant and is based on a sound knowledge of the pupils’ learning needs, attainment, and progress. Reporting to parents at termly parent’s evenings and with a full written report at the end of the year ensures that teachers, pupils and parents are working together to raise the achievement of our children and to maintain high standards.

Detailed analysis of assessment information plays a crucial role in school self-evaluation by identifying areas of strength and weakness at an individual, group, class, year group and whole school level. This information then guides strategic planning at these levels. This analysis is also essential in enabling governors and external assessors to have a clear understanding of the performance of pupils at this school.

We use assessment in three ways:

(i) Assessment of Learning (Summative)

Assessment of learning is any assessment that summarises where learners are at a given point in time – it provides a snapshot of what has been learned (in terms of both attainment and achievement).

(ii) Assessment for Learning (Formative)

“Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.” (Primary Framework, 2007).

(iii) Assessment as Learning

“Students as active, engaged and critical assessors, can make sense of information, relate it to prior knowledge, and master the skills involved. This is the regulatory process in metacognition. It occurs when students personally monitor what they are learning and use the feedback from this monitoring to make adjustment, adaptations and even major changes in what they understand. Assessment as learning is the ultimate goal, where students are their own best assessors.” (Lorna Earl, Using Classroom Assessment to Maximise Student Learning, 2003).

Pupils are formally assessed 3 times a year and their progress in the core subjects (Mathematics, Reading, Writing and GPS) are reported in the autumn and spring terms. Pupils in Years 2 and 6 also sit Statutory Assessment Tests (SATs) in the summer Term. The summer term’s report is an extended report covering all subjects including pupils SATs results for Years 2&6.

Although we share pupils test results with parents on request, we wish to reinforce the fact that test results, on its own, are not sufficiently reliable when measuring a pupil’s overall achievement in a subject. Teacher assessment is much more reliable and our teachers use a range of assessment tools and materials to inform their assessment of a pupil’s performance. These include:

  • An analysis of pupils work in their books
  • Discussions with pupils in class
  • The results of class tests/published tests for termly objectives/topics
  • Their on-going focused marking of written work
  • Their observations of pupil’s working independently and in collaboration with peers

We use the following performance indicators to measure our pupil’s progress against the End of Year Expectations (National Curriculum) for each associated Year group.

These are:

Working Towards Emerging Secure Mastery
Below Age Related Expectations At National Age Related Expectations Above National Age Related Expectations

Year 1 end of year expectations

Year 2 end of year expectations

Year 3 end of year expectations

Year 4 end of year expectations

Year 5 end of year expectations

Year 6 end of year expectations