Pupil Academic Development
How is my child doing in school?
During the year there are a number of ways in which you can find out how your child is doing in school:
|
Curriculum meeting (September) |
One virtual meeting per year group for parents and carers outlining key elements of the curriculum for the year ahead and how you can help your child. This is accompanied by half-termly year group specific curriculum information which is sent to parents and carers. |
|
Parents’ evening (October) |
The opportunity to find out how your child has settled, achievements so far and any concerns. Teachers will also talk about how we can work with you on any specific areas of focus for your child. This meeting takes place in person. |
|
Termly ‘Stay and Play’ afternoons |
Parents and carers of pupils in our EYFS classes are invited to spend an afternoon each term enjoying a range of activities with their child. |
|
Open morning |
An opportunity for parents and carers of pupils in Years 1 – 6 to spend time in the classroom with their child, looking through books and sharing favourite pieces of work. |
|
Parents’ evening (March) |
The second opportunity for a focused conversation with your child’s teacher about your child’s learning, progress and attainment, as we prepare for the final term of the year. This meeting takes place virtually. |
|
Annual written report (July) |
A detailed and personal written report giving assessments of all areas of learning alongside a commentary on your child’s progress and personal targets for core subjects. |
During the year teachers undertake a range of assessments. Some are required by government, others are used to inform teaching and learning. Here is a summary:
|
EYFS Baseline assessment |
Teachers in our EYFS classes are required to assess all children in a range of developmental areas during their first half-term of school. Outcomes are shared in writing with parents and carers. |
|
Phonics assessments |
Teachers continually informally assess the phonic knowledge of pupils in EYFS, and KS1. This enables them to ensure that teaching is accurately focused and enables all children to fill gaps and make progress. |
|
Phonics Check |
The government’s ‘Phonics Check’ assesses the phonic knowledge of all pupils towards the end of Year 1. Outcomes are shared with parents in annual written reports. Some pupils retake the ‘Check’ during Year 2 – again outcomes are shared in annual reports. |
|
End of Key Stage Assessments |
These assessments (colloquially known as SATS) take place towards the end of Year 2 and Year 6. Previously compulsory, we continue to use these resources as a nationally comparable measure of our pupils' attainment at the end of Key Stage 1. Outcomes are shared in annual written reports. |
|
Termly reading, writing and maths assessments |
Pupils in Years 1 – 6 are assessed in these three key areas each term. These tests are purely diagnostic, providing teachers with individual pupil information about each child’s areas of secure knowledge and others which required further revision. Outcomes of these tests are not shared directly, as the data is simply used to plan teaching and learning for the term ahead. |
|
CATS and verbal reasoning tests |
Pupils in Years 3-6 undertake some additional testing which indicates areas of strength and for further development. These also provide useful test practice. Outcomes are shared with parents and carers in documents sent home. |
If you have any queries about your child’s learning during the year, please do contact your child’s teacher. You can do this in person, or via an email to the school office. Staff are happy to agree mutually convenient appointments where a conversation is useful.
Please be assured however, that your child’s teacher will contact you directly if there are any specific areas of your child’s learning which would benefit from your input at home. We value our strong relationships with parents and carers, and are keen to work with you to maximise your child’s progress each year.
And finally…
There is a great deal of research about the impact of reading at home. For example:
‘There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development. Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status. There is a positive link between regular reading outside school and higher scores in reading assessments. Other benefits to reading for pleasure include increased general knowledge’.
We encourage all parents, at whatever stage of primary school their child is currently, to prioritise reading with and to their child, every day if possible. This is the best possible contribution you can make to your child’s current and future academic success.
