Assessment at Mandeville supports learning. We use different types of assessment during the school year to ensure that our approach to assessment meets the needs of all stakeholders.
We use in-school formative assessment to support class teachers and children in identifying areas of success and areas for improvement. It is integral to teaching practice and is used to both plan appropriate teaching and learning activities and adapt these to our children's needs. It is also used to identify children requiring extra support and to ensure that all pupils achieve well. We understand that this assessment is a professional judgement and therefore we use a wide range of evidence to accurately assess children's attainment and progress. Teachers actively seek ways to challenge children's understanding in order to gain a full picture of their attainment. Assessment is the responsibility of all teaching staff and we plan specific opportunities for moderation and discussion of our judgements.
We also use information in-school summative assessments from checkpoints at set times of the year when children take assessments in the form of tests. This assessment information is monitored by class teachers and school leaders and used to inform stakeholders of the progress of children and the effectiveness of the school. This information is compared to the formative assessments to ask questions about the effectiveness of formative assessment and identify areas for improvement. It is also used to identify children requiring extra support and to ensure that all pupils achieve well.
We also use information from national standardised assessments to ensure that our assessment is in line with national standards. Senior leaders also use this information to make judgements about the school’s effectiveness.
In setting out these principles, we recognise that our assessment practice will develop and adapt to better meet the needs of our children and we actively seek ways in which to improve our practice.