We measure the impact of our curriculum through the following methods:
- In Class Feedback
We understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs.
- Corrective Teaching/Summative Assessment
When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries.
- Teaching Assistants and Interventions
When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.
Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.
Teachers engage parents through September welcome meetings. Parent Consultation meetings ensure an effective partnership to ensure that children meet their age related expectations.
Maths, reading and writing are all moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and HCPP level. Every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.
- Formal Assessment Cycle
- o KS1/KS2 SATs in May
- o Year 1 Phonics Screening in June
- o Writing across the curriculum is moderated by all staff and then Teacher Assessment agreed based on the child’s performance in class.
- o EYFS is assessed and recorded using the Evidence Me programme. This is used to add photographs to the learning journeys of each child based on the EYFS objectives.
- o Target Tracker is used termly to track attainment and progress against the subject specific learning objectives. This is in Reading, Writing, Maths, Science and RE.
- o Foundation Subjects are assessed in groups of children meeting the expected standard, working below/above the expected standard. This will be based upon ‘low risk quizzes’ and with use of the Learn, Recall, Remember sheets. We also use the Big Question to assess pupils’ fundamental understanding of concepts across a topic.
- o Reading is assessed using Read Write Inc. and Headstart. Twice a year pupils undertake the NFER tests (autumn and spring term).
- School reports
School reports are issued at the end of the school year. All subjects, including RE, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations. Targets are provided for the next academic year in mathematics and writing.