Name of School: Crownfield Infant and

Nursery School
Date of Policy Review January 2020

Date of next Review January 2023

Who reviewed this policy? R. Watson

Date approved by Governing body Spring 2020

Name of Policy Assessment and Marking

Policy

ASSESSMENT AND MARKING POLICY

1. Assessments

1.1 Every day assessment is an integral part of teaching and learning. It is how
teachers gain knowledge of their pupils’ needs, achievements and abilities.
They use what a pupil knows, understands and can do as an indicator in
identifying the next step in the learning process for the individual or group and
the degree to which the pupil is able to relate that which has been learned, to
other learning or every day life.

2. Aims

2.1 At Crownfield Infant and Nursery School we consider that properly planned
and co-ordinated assessment activities help to develop a collective view on
assessment; a shared expertise in the planning of standards, expectations and
pupils’ achievements throughout the school. Through assessment, we aim to
achieve higher standards for our pupils by:

 Planning for every day assessment.

 Planning for statutory assessment for Reception Baseline and the end of
the Key Stage.
 Marking work and providing feedback for pupils.
 Recording assessments.
 Identifying strengths and weaknesses and informing the planning for
future teaching.
 Reporting to parents on pupils’ progress and on the statutory assessments
of Reception Baseline assessment information, EYFS profile and at the
end of the Key Stage.
 Monitoring and evaluating procedures on assessment, recording and
reporting.
 Parents are however, most welcome at any time to discuss any concerns

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 they may have about any aspect of their child’s progress or welfare.

2.2 It is necessary to develop a common understanding of standards in a subject.

We do this by considering:

 Samples of pupils’ work from a range of contexts relating to the

Programmes of Study, Grade Descriptors in line with Symphony/skills
progression and end of Key Stage descriptions.
 SCAAs Exemplification of Standards booklets.
 National tests and tasks.
 Teachers overall judgements about the work of individual pupils.
 Subject portfolios.
 Using EYFS exemplification materials

3. Implementation

 Year 2 teachers plan for the statutory assessments and new Year 2 teachers
receive training from the Local Authority.
 The Local Authority have access to the school to undertake an audit at the
end of the Key Stage.
 Strengths and weaknesses are identified in Year Group discussions and
staff meetings. Comments on assessment outcomes are written on to the
planning sheets so that future teaching is informed.
 Baseline Assessment information is shared with parents within the first
seven weeks of the children attending school.
 Progress in National Curriculum subjects is reported annually to parents.
Teachers are required to make and record judgements against attainment
targets at the end of the Key Stage in some National Curriculum subjects
and report to parents.
 Monitoring and evaluation is necessary to check that judgements continue
to be considered and accurate and that arrangements for assessing pupils is
effective and manageable.
 Reception and Nursery use Tapestry which allows them to view
framework coverage and implement next steps.
 Reception and Nursery also create Learning Journeys to which they add a
running commentary of what the children have achieved alongside
(photographic or written) evidence
 The nature and scope of monitoring is discussed in staff meetings. The
Assessment Co-ordinator endeavours to maintain consistency by
monitoring classroom practice with the Head and by moderating across the
Borough.

4. Subject Leader Portfolios

4.1 Subject Leader portfolios contain examples of ‘high achievers’ ‘middle

achievers’ and ‘low achievers’ work. These are collected on an on-going basis
and inform monitoring procedures to improve future planning.

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5. Assessment as part of the Curriculum

 Progress is monitored and recorded using grades in Reading,

Mathematics and Writing supported by regular termly summative
assessments and on going formative assessment. These judgments are
formed against national and age related expectations for each year
group.
 We also assess each child’s progress in all other Curriculum areas so
that Subject Leaders are able to focus their time and resources more
accurately.
 To support the embedding process of assessment, we have made the
decision to adopt the ‘Symphony’ assessment materials to track and
report attainment. (This decision has been adopted by many other
schools within the Borough as well as our Junior School.) We will
continue to record these assessments half-termly on SIMS enabling
staff and senior leaders to track progress.
 We record against the grading system as follows

Year 1 –
 Term 1: 1 Emerging / 1E
 Term 2: 1 Developing / 1D
 Term 3: 1 Secure / 1S

Year 2 –
 Term 1: 2 Emerging / 2E
 Term 2: 2 Developing / 2D
 Term 3: 2 Secure / 2S

These grades will be attributed to children working in line and at the same pace as the
new expectations as identified within the Symphony Tracking. Children working
below the expected grade will still receive a grade but this may be linked to a different
term or in some cases year groups expectations (in these cases it is essential that
parents have been made aware if their children are not meeting expected targets).

Reading Milestones to Support Judgments –

 Nursery children to reach Pink Book Band by the end of the academic year.
 Reception children to reach Yellow/Blue Book Band by the end of the
academic year.
 Year 1 children to reach Turquoise Book Band by the end of the academic year
and to have passed the Phonic Screening Test
 Year 2 children to reach at least Gold Book Band by the end of the academic
year.

6. Role of the Assessment Leader

 To plan and organise INSET sessions where staff can agree common
objectives and discuss the development and implementation of the
assessment policy.

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  To support and monitor work within the school on the consistent
understanding of standards as defined in the National Curriculum with the
Head.
 To keep up to date with local and national developments relating to
assessment.
 To work with other schools, if possible, on the development of approaches
to consistency.
 To implement procedures for monitoring and co-ordinate evaluation with
the Head.
 To analyse and use for evaluation and planning purposes the outcomes of
statutory tests and tasks, optional tests and tasks and teacher assessment
along with the Head.

MARKING CHILDREN’S WORK

Rationale – At Crownfield we strive to provide meaningful experiences that not only

give learning a context but also engage and challenge our children. We have high
expectations for every child and expect them to make the best possible progress
whatever their background or circumstance.
Our sole purpose of marking and feedback has four elements which are to:

 Celebrate and highlight success

 Supporting improvement
 Identifying next steps in learning
 Consolidating the learning that has taken place

1. The Aims of Marking the Children’s Work Are:-

 To inform assessment
 To give feedback to the children
 To provide opportunities for praise and to reinforce good work and
effort
 To address any misconceptions or mistakes
 To move the children forwards in their learning

2. Expectations of Practice in Marking in Foundation Stage and KS1:-

 One piece of work to be stamped and teacher/adult to comment using

the two stars and a wish stamp (see below) per child, per week in both
Literacy and Maths. This stamp should be used as a minimum
expectation with the group that teachers have worked with.
 Two pieces of work to be stamped with two stars.
 The wish that is offered should be a next step target related to the
objective, consolidation of learning or revisiting the objective that was
not achieved.
 The first star should reflect the learning objective.
 The second star is linked to the end of year writing expectations.

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  Those pieces of work which have not been stamped should still be
acknowledged.
 Science books should receive a two star and a wish comment weekly.

 Marking will be carried out with the children whenever possible

 Marking to be carried out in red pen
 Corrections needed to be marked with a dot (not a cross).

3. Procedures for Marking Children’s Work:-

Nursery

 EYFS objectives will be put on work when appropriate

 Verbal feedback will be given at the time, explaining next steps
 When working with a child, the adult will write what the child has said
on their work
 Comments will be for the benefit of the child and be read to them by
the adult.

Reception
 Walt sticker to be placed at the top of the child’s work
 Two Star and a Wish stamp to be used for each piece of written and
number work.
 When writing a comment for the child’s benefit it should be able to be
understood by the children and separate from any annotation.
Date:
Walt:

Year 1
 Comments used on work should be able to be understood by the
children and separate from any annotation.
 Ensure that marking is inline with the two Star and a Wish example in
section 2.
 Appropriate work to be marked with a tick if correct and a dot for any
necessary corrections (not a cross)
 Corrections of high frequency spellings should be written above the
word with a reoccurring mistake at the end of a piece of work for the
child to copy three times
 Ensure when marking that the level of support is indicated

Label at the top of the page to include date and Walt.

Date:

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 Walt:

Year 2
 Comments used on work should be able to be understood by the
children and separate from any annotation.
 Ensure that marking is in line with the Two Star and a Wish example
in section 2
 Appropriate work to be marked with a tick if correct and a dot for any
necessary corrections (not a cross)
 Corrections of high frequency spellings should be written above the
word with a reoccurring mistake at the end of a piece of work for the
child to copy three times
 Ensure when marking that the level of support is indicated

Label at the top of the page to include date and Walt

Date:
Walt:

3.4 Annotation to take place on a regular basis on children’s work to inform

future planning and targets. (See Assessment Policy)
3.5 This policy will be monitored and evaluated through the schools monitoring
schedule.
3.6 The level of support children receive should be indicated at the bottom of the
page e.g. independent/supported.

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 .

A GUIDE FOR SUPPLY STAFF TO MARKING WORK AT

CROWNFIELD INFANT SCHOOL

 Please indicate ‘Supply work’ at the top of the children’s page.

 Labels to be used to indicate the date and Walt. Please ask class
LSA for support in printing these.

 Use the Two Stars and a Wish Stamp to mark written work
ensuring that the wish helps to move the child forward or helps to
show his/her level of understanding

 Please comment in a simple, clear, child friendly language, or if a

comment is not appropriate just use a stamp

 Acknowledgement of marking should appear in all the children’s

work – but comments may only be made on the group of children
the teacher and LSA are directly working with using the Two Stars
and a Wish stamp

 Give the child an opportunity to read the marking and carry out any
corrections using a green pen. Make a mental note of
improvements as a result of this process and feed back to class
LSA

 Any questions, please speak to Robert Watson, Deputy Head and

Assessment Lead. You may also ask the LSA in your class, flick
back to look at how previous work has been marked or ask your
year group colleague