Assessment at Long Bay Primary
At Long Bay Primary we believe assessment information must be meaningful and used to help improve educational outcomes for our children. A child's assessment
information is not a secret - we believe it is vital that children, parents and teachers have a clear understanding of learning needs and strengths and the capacity
to set relevant learning goals for the future together, based on high quality assessment information. It is important that the data we collect is meaningful and
shows not only where the child is at now, but also where he/she has come from and where to next.
At Long Bay Primary we are committed to adding value to each child's learning through high quality teaching and learning programmes - demonstrating this through
thoughtful and meaningful data collection and analysis.
Different Forms of Assessment
Formative assessment is actively practised in classrooms at Long Bay Primary School. The emphasis is on children receiving high quality feedback and feed forward
information that helps them to better understand their own learning needs and strengths and to set goals for continuous improvement. This information is sometimes
written, but it is also often verbal – encouraging children to engage in active and meaningful ‘learning conversations' with their peers and their teachers. For
more information on formative assessment, please click here.
Teachers use different diagnostic tools to assess children's prior knowledge in curriculum areas to identify where children are at currently with their
learning/understanding and what gaps there are that need to be planned for. These often take the form of ‘pre-tests' or ‘before views' to see what children know or
have experienced already. All teachers use Numeracy Project diagnostic tools.
A six week report is written for each new entrant child after his/her first six weeks at Long Bay Primary. The report comments on each child's progress to date with settling in to school routines and sets initial learning goals for reading, writing and mathematics.
Parent interviews for all students take place mid term one, after the mid year progress report and as requested by parent
or teacher throughout the year.
Each child will receive an annual mid year and end of year progress report. This is a summative report on his/her progress to date against school wide and national
expectations. The report is also used formatively as a basis for future goal setting.
Class and Team Reviews: These are undertaken throughout the year. Data about student achievement is gathered, analysed and discussed in depth on a regular
basis and formalised school wide at the beginning, mid and end of year. Specific learning needs and trends are identified across teams and specific actions put into
place to address these. Successful teaching strategies are shared and opportunities for sharing of best practice are capitalised on.
School wide Review of Achievement Data: Information from class and team reviews feeds into a school wide review. School wide
trends are highlighted, achievement targets set and professional development/resourcing needs are identified. Student achievement information is presented regularly
to the Board of Trustees.
Essential learning areas of the national curriculum (English, Mathematics, Science, Social Studies, Health and PE, The Arts and Technology) are reviewed according
to the self-review timetable in the school's strategic plan. Information about curriculum delivery, professional development needs and assessment data in the targeted
area is collected and analysed to construct an action plan, which is then implemented and reported throughout and at the end of the implementation process.
Class teachers plan and implement teaching programmes to meet the needs of the children in their classes. A variety of different learning styles are catered for
and children have opportunities to work individually, with partners, in group situations and in whole class situations.
To allow for both extension and targeted learning support, students are ability grouped within their class for reading, writing and mathematics. There are children who benefit from additional programmes and these could be either for extra support or to extend learning in specific areas. Identification of
these children comes from a variety of sources including the results of assessments, observations, discussion with parents and teachers’ knowledge of the child. Learning support for identified students include Rainbow Reading, Reading Recovery and teacher aide support programmes.
Reporting to Parents
Each Term formal reporting to parents takes place:
- Term 1: Goal Setting Conferences (students are encouraged to attend as well).
- Term 2: Written report and formal Learning Progress Conferences.
- Term 3: Parent/teacher interviews as requested.
- Term 4: Written report.
Our open door policy encourages parents to see their child's teacher regularly. It may be wise to make an appointment time to discuss any concerns.
The best way to do this is via email.