The role of assessment within our academy is so that all stake holders have a clear understanding of the processes. Our assessment philosophy is applied across the whole school and is communicated with and understood by all students, teachers, parents and governors. It is supported by our curriculum statement:
Our aim is to provide a learning curriculum that ensures every pupil, regardless of need or background, reaches their full potential and has a successful transition to their secondary setting as a well-informed, globally aware young person. At Leigh Stationers’ Primary Academy our curriculum uses the philosophy of the IB as the framework to underpin a breadth and depth of coverage to ensure it:
- provides access for all
- promotes a positive attitude to learning
- encourages international-mindedness in our pupils
- challenges pupils to solve problems, show creativity and resourcefulness, and participate actively in our community
- supports the development of communication skills to encourage enquiry, understanding and language acquisition, and to allow pupil reflection and expression
- emphasises, through the learner profile, the development of the whole pupil– physically, intellectually, emotionally and ethically.
Intent of Assessment
The Intent of assessment is clearly set out in the policy and the strategies that are used at the Academy. Both formative and summative assessment is used to inform planning, track pupil progress and diminish gaps in children’s learning.
We will:
- Regularly assess, record and report on pupil’s achievements
- Record and review evidence of pupil’s attainment and progress
- Assessment will allow us to monitor and evaluate curriculum planning to further school improvement
- Track, individuals, groups and cohorts throughout the school to monitor progress and set targets to raise standards
- Identify strengths and weaknesses in the school’s provision
- Provide equal opportunities for all pupils enabling progress from their starting points
- Give pupils effective feedback so that they know what they are doing well and how they can improve their work
- Give pupils autonomy over their learning by embedding effective self-assessment
- Involve all staff, pupils, parents and governors through an effective partnership