Pupils

• To develop their capacity for self assessment so that they can become reflective and self managing
• Pupils using self and peer assessment strategies promotes commitment to learning goals and a shared understanding of the criteria by which they are assessed
• Opportunities to reflect upon their own work and that of their peers, identifying what the achievements and improvements are

Class Teachers

• Plan for day to day assessment through their use of questioning, discussion and marking of pupils’ work
• Amend planning in light of these assessments as necessary, both daily and termly
• Plan future work based upon such assessments, ensuring a match between achievement, attainment and challenge
• Make professional judgements as to the attainment of pupils based upon the complete range of gathered evidence
• Create differentiated targets and objectives that are shared with pupils and parents
• Engage pupils in reflecting upon their own successes against targets and objectives
• Produce working walls to model improvements the children can make in their work in the core subjects
• Use must, should and could statements linked to attainment levels in lessons to target and challenge children at an appropriate level
• Keep accurate, up to date records of achievement and attainment
• Celebrate success with the children, parents and school community
• Identify barriers to achievement and seek help in removing these through intervention strategies
• Class teachers identify children who they feel need additional challenge, extension and increased differentiation in order to maintain progress.
• Teachers use their knowledge of children and assessments that are in place in class to recommend children to be named on the gifted and talented register

Marking and feedback are used to:

• Celebrate achievements with the pupils.
• Provide targets for children to work towards
• Help children to understand the next steps they need to make in their learning
• Provide examples of modelling to help children understand concepts more clearly.

Senior Managers and Subject Leaders

• Monitor, analyse and evaluate the achievement and attainment of pupils across the school. The findings of which inform the SIP, subject leader plans and teachers planning of teaching and learning
• Know the level of achievement and attainment throughout the school
• Track children and cohorts once a term, ensuring that progress is maintained looking for trends and patterns in results including gender and ethnicity patterns of achievement and value added
• Challenge and support areas where achievement is not in line with prior progress
• Ensure that assessment procedures are clear, effective, manageable and operational
• Ensure that learning objectives are clear and pitched at the appropriate level
• Ensure the consistency of assessments between teachers throughout the school
• To report to teachers, parents and governors on the achievements of the school