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ASSESSMENT AND REPORTING
At TMA, we see effective Assessment and Reporting strategies as being crucial in an education process which must ensure that all children achieve their maximum potential, having regard for every child’s specific needs.
We want to ensure that learning programmes are established which precisely meet the needs of every TMA child, and we use our assessments to inform the planning of these programmes.
We have a timetable of tests for each year group spread over three terms. The tests vary slightly from year group to year group, and from term to term, as the particular needs of each stage of junior school education is recognised.
Our Year 3 children arrive having been assessed against the Key Stage One National Curriculum Tests. Children in Year 6 are assessed similarly at the end of Key Stage Two. These tests tell us what a pupil knows and can do.
We also assess our children using a bank of other tests, and by interpreting these results we can compare them with national samples on which the tests have been standardised. These show how the pupil is performing against the peer group nationally. This information is used to differentiate our teaching, and make appropriate provision for each group and individual.
We see no value in testing for testing sake, just as we see no value in setting targets for pupils if there is no clear understanding of that pupil’s previous experience and performance. Similarly, we want to be able to make judgements about our pupils’ progress which are based upon accurate and objective data, and we want to share all this information with our parents.
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