Assessment
At Walberton and Binsted, assessment helps us understand the impact of our curriculum: what pupils know, remember and can do, how well they apply their learning, and how confidently they talk about their knowledge. We also see the impact of the curriculum through pupils’ attitudes to learning, the way they conduct themselves, and the care and pride they show in their work.
Formative Assessment
We use assessment purposefully and proportionately. Teachers check understanding through questioning, discussion, pupil conferencing, feedback in lessons, outcomes in books, and carefully designed assessment quizzes. In some subjects, knowledge organisers are used to support pupils in knowing and remembering key vocabulary, facts and concepts, and to help teachers assess how securely pupils are building their knowledge over time. Attainment and progress are monitored against the National Curriculum so that teachers and leaders can identify strengths, address gaps in knowledge and adapt teaching where needed.
We also gather qualitative information from pupils, teachers and parents. This helps us to continually review and refine our curriculum, ensuring that it meets the needs of all pupils, including those with SEND, disadvantaged pupils and pupils who may face additional barriers to learning.
Summative Assessment
For summative assessment in Reading and Maths, we use STAR Tests. These are computer-adaptive assessments, meaning that the level of challenge adjusts according to each pupil’s responses. This gives us accurate, standardised results which support teachers and leaders in tracking progress over time, identifying next steps and ensuring that every child receives the right level of support and challenge.
Summative assessment is never used in isolation. We consider standardised outcomes alongside teachers’ professional judgement, pupils’ work and wider evidence of learning, so that we build a rounded and reliable picture of each child’s achievement and progress.