Alfred Street Junior
Junior School

Telephone: 01933 353762

We strive to ensure that the majority of our children make good progress by the end of Key Stage 2 and that their attainment in core and foundation subjects is in line with or exceeding their age related expectation. We measure this carefully using a range of assessment materials to support teacher assessment. The majority of the assessment we carry out at ASJS is ‘formative assessment’. This is the ongoing assessment of how children are learning, undertaken by the teacher and supporting adults during the course of the learning process in each lesson and unit of work. This is an assessment for learning approach. We also carry out a ‘Cold Writing’ task in English and a ‘Check-in’ in Maths, early on in the unit, to ascertain prior knowledge and where to pitch our teaching. At the end of a unit, children complete a ‘Hot Writing’ task in English and a ‘Check-out’ in Maths, to show their new learning and enable the teacher to identify any current gaps or misconceptions that may need addressing. In our connected curriculum, we are moving towards using ‘Proof of Progress’ tasks (Pop) and quizzes in order to enable children to demonstrate what they have learnt at the end of a unit.

 As learning is a change to the long term memory, it can be difficult to see impact in the short term but we do however use probabilistic assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long term. We use comparative judgement in two ways: in the tasks we set and in comparing a student’s work over time. We use monitoring to see if the pedagogical style matches our depth expectations. In addition, we carry out summative assessments, that take place less frequently and measures how effective the learning has been. This is an assessment of  learning approach. We currently use White Rose, Headstart and Pixl Assessments to assess knowledge in Reading, Maths and Spag. We also assess times tables knowledge and reading ages throughout the course of the year. Teacher Assessment information for English and Maths is collated 3 times a year.

Our children will also leave Alfred Street as rounded individuals with a sense of belonging and will have developed the confidence, knowledge and skills to make decisions, self-evaluate, make connections, be resilient and become lifelong learners. We measure this not just by the work that our children produce, but in the behaviours we see each and every day within school and in their daily lives.