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Principles of Assessment

At Broomwood Primary School we believe that assessment is fundamental to the progress and attainment of all pupils. It is integral to high-quality teaching and learning. Assessment helps us to ensure that our teaching is appropriate and that children are making at least expected progress. At Broomwood Primary School assessment takes many forms including ongoing dialogue between teacher and child. Assessment is both formative and summative. The following principles underpin our school’s assessment policy outlining how we will assess all children throughout their school career.

We believe that:

  • Assessment puts the child at the centre of their learning;
  • Daily assessment is at the heart of outstanding teaching, which leads to outstanding learning, which leads to outstanding progress;
  • Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address;
  • Assessment provides clear evidence of children’s progress within each year group and across year groups;
  • Assessment is honest, fair, consistent and compares results to both local and national standards. It provides evidence of children who are not meeting, meeting and exceeding the standards for their year group and allows us to compare how groups of children are performing as well as how the school as a whole is performing against the national expected standards;
  • Assessment provides feedback which recognises effort and suggests next steps towards deep and meaningful learning;
  • Assessment is focused on outcomes for children within and beyond the school day in partnership with parents and carers;
  • Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.