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Assessments

We are using Target Tracker to record summative assessments of our progress

We have explored 2 options for using formative assessment that support the summative assessment inputted into

 

Target Tracker:

  1. Target trackers own statements from the program of study

  2. ‘Symphony’ statements based on the program of study 

 

We have workied with staff and governors to decide which system would be more benificial for our children whilst also maintaining a city-wide approach to moderating.

 

We have chosen to use Syphony:

 

ROLLESTON PRIMARY SCHOOL

How we assess

ATTAINMENT AND PROGRESS

 

From September 2014, At Rolleston, we use the Symphony Assessment System to help teachers to assess pupils against age related expectations. For reading, writing and mathematics, children work towards end of year expectations where the end of Year 1 is defined as Grade 1A and the end of Year 2 is Grade 2A etc up to Year 6 being Grade 6A. In each year, we have step 1 and step 2 which provide descriptors for the milestones we feel children should reach on their way to achieving the end of year expectations (these correspond, loosely, to termly progress). The descriptors for each milestone have been defined by experienced teachers and leaders in Leicestershire Schools and they meet the increased expectations of the new Primary National Curriculum.

 

A guide to termly expectations

 

 

Grades

 

Term 1

Term 2

Term 3 (end of year expectation)

Year 1

1C

1B

1A

Year 2

2C

2B

2A

Year 3

3C

3B

3A

Year 4

4C

4B

4A

Year 5

5C

5B

5A

Year 6

6C

6B

6A

 

 

In the non-core subjects and science, teachers assess pupils at either emerging, expected or exceeding age related expectations

 

 

At Rolleston we are committed to safeguarding our children

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