Assessment

The purpose of assessment at Peninsula East Primary Academy is to provide information on the students’ learning, identify areas where consolidation is needed and to extend the children’s understanding. We believe that assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching. 

At Peninsula East Primary academy we believe assessment is integral to all teaching and learning. We think it is central to the PYP goal of thoughtfully and effectively guiding the students through five key elements of learning: 

  • the acquisition of knowledge 
  • the understanding of concepts 
  • the mastering of skills 
  • the development of attitudes 
  • the decision to take action

As part of assessment at Peninsula East Primary Academy students are assessed in a range of ways as part of summative and formative assessment.

SATs

SATS (Standard Assessment Tests) measure children’s educational achievement in year 6, with the aim of holding schools to account for the attainment of their pupils and the progress they make
In England, children take SATS twice during their time at primary school:
Key stage 1:
From this academic year, KS1 SATS are non-statutory. PEPA is choosing not to administer these tests.
Key stage 2:
These assessments take place in the May of year 6 (age 11) and are more formal tests in English (grammar, punctuation, spelling and reading) and maths.
Scores are given on a scale of 80 to 120 – with a score of 100 or more meaning a pupil is meeting the expected governmental standard (but this equates to different marks for each paper). Key stage 2 SATS are sent away to be marked externally.
You will be told whether your child is working towards, at or beyond the expected standard as part of your child’s end of year report. The results of Key stage 2 SATS are also published annually in the Department of Education’s primary school league tables, where an online facility enables users to compare schools against other schools, as well as against the national average.

Phonics Check

The Phonics Screening Check is a test for children in Year 1 and children in Year 2 that have not yet passed this in Year 1. During the Phonics Screening Check, children are asked to read (decode) 40 words. Most of these words are real words but some are pseudo-words. Pseudo-words are included to ensure that children are using their decoding skills and not just relying on their memory of words they’ve read before. Because some children may misread these pseudo-words based on their similarity to words in their existing vocabulary, each pseudo-word is clearly identified with an image of an alien. Most teachers and children, therefore, refer to pseudo-words as alien words.
Children take it during June in a one-to-one setting with a teacher. This is usually their class teacher, but it could also be the headteacher or another teacher who knows the child well.

The children would normally need to read 32 words accurately to successfully pass the screening check.
Do parents get the results?
Yes, you will be informed if you child has passed in their end of year report.

Multiplication Check

The Phonics Screening Check is a test for children in Year 1 and children in Year 2 that have not yet passed this in Year 1. During the Phonics Screening Check, children are asked to read (decode) 40 words. Most of these words are real words but some are pseudo-words. Pseudo-words are included to ensure that children are using their decoding skills and not just relying on their memory of words they’ve read before. Because some children may misread these pseudo-words based on their similarity to words in their existing vocabulary, each pseudo-word is clearly identified with an image of an alien. Most teachers and children, therefore, refer to pseudo-words as alien words.
Children take it during June in a one-to-one setting with a teacher. This is usually their class teacher, but it could also be the headteacher or another teacher who knows the child well.

The children would normally need to read 32 words accurately to successfully pass the screening check.

Yes, you will be informed if you child has passed in their end of year report.

SOLO Taxonomy

SOLO Taxonomy (Structure of Observed Learning Outcomes)  is a shared model and vocabulary for deepening learning; how we move from knowing facts to seeing connections.   

We use SOLO to support lesson design, to construct tasks and evaluate outcomes.    It is a progression model through conceptual understanding for all children in all year groups.   It allows pupils to build on what they already know or can do to develop deeper understanding.

SOLO supports us in securing:

  • Well designed learning and assessment tasks that build or measure the developing knowledge, skills, understanding within the inquiry and ensure that we are scaffolding pupils’ learning to enable reaching deeper levels of understanding.

  • Pupil self-evaluation – it can show the spectrum from surface to deep understanding of the learning, which children can use to see where they are along the spectrum and what they can do to progress.

We use SOLO to track and evidence progression in the class’ depth of understanding and how they engage with our core concepts in each foundation subject within our Foundation Subject Framework.

SOLO Taxonomy assessment diagram