At Bovey Tracey Primary School, we are committed to supporting children in maximising their achievement and academic progress.
As well as ensuring quality teaching, we recognise that rigorous assessment procedures and tracking are vital to ensure we respond to pupil's individual needs and tailor their learning effectively.
We use a process called APP or Assessing Pupil Progress. This involves a continual process of teacher assessment in which evidence of pupil progress and learning is gathered to help identify and diagnose the next steps needed to ensure they progress. This focuses on reading, writing and maths but evidence of these skills is gathered across the curriculum.
The evidence collected is used, along with assessment criteria, to enable teachers to identify the National Curriculum Level children are working at and therefore identify the key skills needed to help them progress further. This is turn helps teachers to set curricular targets for the children to work towards to aid their learning further.
Teachers take part in team moderation meetings each term in which they share the gathered evidence and work together to assess the level pupils are working at, identify the strengths and weaknesses of the children and plan the appropriate next steps to maximise progress. This process also ensures that the assessment criteria are applied consistently throughout the school.
In short, the benefits of APP include:
Promotes teaching that matches pupil's needs
Informs curriculum planning
Enables teachers to look in detail at the strengths and weaknesses of individuals and groups of pupils
Helps schools to track progress rigorously over time
Ensures meaningful targets can be set for pupils
Supports effective transition (including to KS1, KS2 and KS3)
Pupil Progress Meetings
Each term, teachers meet with the Head Teacher and Deputy Head to discuss the progress of the children in their class.
This meeting involves looking in detail at the progress children are making and discussions regarding pupil provision. Through these meetings, we are able to consider children with any particular needs and make arrangements for these to be met. This may involve putting in place appropriate interventions to support their progress. This includes children of all abilities - those with special education needs and those working at or above age related expectations. What ever their ability, we want to ensure that every pupil is supported in maximising their progress. These meetings help ensure progress is monitored and planned throughout the year, ensuring a team approach to quality pupil provision, giving every children the chance to fulfil their potential.
End of Year Tests
During the Summer Term, children in Years 3, 4 and 5 take part in Optional SATS tests. As well as giving them experience of tests as a form of assessment, these give staff a 'snapshot' of children's attainment. These are supplementary to teacher assessments carried out throughout the year and are used as part of the evidence collected rather than to dictate the level of attainment awarded to a child.
When analysed, these tests can be informative in terms of highlighting next steps for pupil progress. The levels achieved in these tests are only reported to parents if requested.
As a school, we use a system called School Pupil Tracker to track children's progress. This system enables us not just to store assessment data and targets, but also to scrutinise assessment data in depth.
All staff are continually involved in using data in this way in order to support children's learning.
The Leadership Team also carry out a continual programme of data analysis in order to help track progress as well as diagnose and implement any measures necessary to further support pupil progress and achievement. This also enables us as a school to make informed decisions regarding whole school development as we strive to continually review best practice and relentlessly pursue the best possible outcomes for our pupils.