How We Assess
How we assess at St Nicholas Primary School
We believe that accurate assessment using a range of approaches, is needed to inform us of how well the children are learning new skills and knowledge. It helps us to measure the rate of this progress. It is absolutely essential for teachers to be able to accurately plan the next sequences of learning; the next steps.
At St Nicholas we use the data tracking system - Sonar
In Sonar, Teachers record their judgements of pupils’ achievement against National Curriculum learning objectives in reading, writing and maths as they progress through the year.
Red - Objective not yet met
Orange - With support, developing an understanding 
Green - Secure understanding of objective
Purple – Above
Grey - Not taught
From this, teachers can identify what each pupil can and can’t do, as well as identifying coverage and any gaps within pupils’ knowledge. This information will then feed into future planning, enabling teachers/TAs to target individuals and groups.
Termly:
Teachers are required to record the progression of their pupils by making judgements each term against agreed curricular objectives. These judgements must be evidenced by pupils’ outcomes in learning; they are recorded on the Sonar system. Pupils are graded according to how secure their learning is in each of the core subject areas. They may be:
· Working Towards – not yet understanding fully
· Working Towards+ - beginning to show understanding and evidence beginning to show through in the work
· At – there is good understanding and evidence seen routinely
· Above– the skill is manipulated, used freely and often adapted to context
Class teachers moderate their judgements with year group partners, in phases or with other schools in the consortium at least half termly.
Pupil progress meetings are held at least once per term for teachers to discuss their class with SLT. Children identified as not making the required progress or not at national expectations will be discussed and actions agreed. This can range from targeted intervention, monitoring in class, being allocated a mentor, pastoral targets etc. Children who are exceeding expectations and making accelerated progress, will also be discussed with further challenges being set. Finally, contextual groups will be analysed to see if any actions are needed to improve their achievement.
