Assessment policy

Principles and purposes of Assessment
Assessment is a measure of what a child knows, understands and can do. As such it is a necessary and integral part of the learning process of the children within New Life Christian Academy. Assessment complements and assists teaching and learning by providing information for teacher, parents/carers and the child. This is then used as a basis for future planning to ensure the progressive learning process which enables our pupils to achieve academic success and fulfil all that God has called them to be.

The Assessment policy will:
• reflect the ethos of the school
• set down in writing agreed decisions complementary to the school’s aims and purpose
• ensure a more effective operation of school and staff
• actively support teaching and learning so that the pupils benefit from coherent learning experiences
• give guidance to members of staff, governors, parents/carers and other outside agencies
• inform reporting arrangements to parents/carers and governors
• be regularly monitored and reviewed

ACE (Accelerated Christian Education) Core Curriculum
The ACE Core Curriculum consists of Maths, Word Building, English, Science and Social Studies. The extended ACE curriculum also includes Literature and Creative Writing and Bible Studies. Materials for these curriculum areas are presented in PACE (Packets of Accelerated Christian Education) workbooks, enabling pupils to master each subject in small sections. There are also extensions PACEs for the more able.

Assessment is built into each PACE and ACE procedures (see Procedure Manual) should be followed carefully:
• Within each PACE pupils complete “Check Ups” which are quizzes to assess and monitor their own learning within a small segment of the PACE.
• On completion of a PACE section, the pupil completes a self-test to evaluate his comprehension of the curriculum material.
• The summative assessment of the pupil’s knowledge and understanding of a completed PACE is the PACE Test, taken in conjunction with the teacher’s oral assessment of concepts and facts.
• If a pupil scores above 80% on a PACE Test he advances to the next PACE. Passes test scores are recorded on the Supervisor’s Progress Card. These are completed during the year to build up a clear picture of pupils’ learning.
• A test score of below 80% demonstrates inadequate learning or insufficient mastery of skills. The day after a failed test, the teacher should discuss the results with the pupil to clarify their concepts, knowledge and understanding. A failed PACE should be followed by a repeat PACE.

Diagnostic tests are administered to determine which PACE a new pupil should be assigned. A pupil’s performance level is the academic level at which they function in the curriculum. See the Curriculum document for details of PACE expectations. Once a pupil reaches 1085 they then start the ICCE qualification. See separate ICCE manual for details.
Supplementary Curriculum
In areas which form part of New Life Christian Academy’s supplementary curriculum, assessment will be included in the planning of each topic. In Short Term Planning key learning objectives will be identified which show how children might demonstrate what they have learnt. Differentiation will also play a key part in meeting the needs of each child, and challenging and assessing their abilities. Learning will be assessed against these statements both at the end of the lesson and at the end of a block of work.

Where QCA Schemes of Work are being used, end-of-unit expectations will also provide broad descriptions of achievement within each unit and will help teachers to decide where a child’s progress differs markedly from that of the rest of the class i.e. where they are achieving above or below the level expected for that age group. Where programmes of work are adapted from the published scheme, appropriate statements will be identified which will then form part of the assessment process.

For Core Subjects (Reading, Writing and Maths) pupils will be assessed termly against age related expectations (National Curriculum 2015) and tracked to show progress towards these. For pupils in Years 10 and 11, corresponding GCSE grades will also run alongside.
With regards to foundation subjects, formal assessments will utilise Chris Quigley’s ‘Skills based Curriculum’ for Levels 1-5. For Level 6 and above the National Curriculum (1999) Level Descriptors will be used. For each curriculum area, when a skill has been attained, the corresponding skill on the record sheet will be highlighted. Twice a year (Feb/July) a ‘best fit’ sub-levelled judgement will be given. This will then show a pupil’s progress and measure their abilities according to their chronological age and may be used to indicate gifts/talents or difficulties in different areas; using the following as a guide:

Chronological Age and corresponding school year Chris Quigley Assessment Level -Foundation subjects– by the end of the school year
4-5 yrs (Reception year) Low Level 1
5-6 yrs (Year 1) Secure /High Level 1
6-7 yrs (Year 2) Secure Level 2
7-8 yrs (Year 3) Low Level 3
8-9 yrs (Year 4) Secure Level 3
9-10 yrs (Year 5) High Level 3/Low Level 4
10-11yrs (Year 6) Secure Level 4
11-12yrs (Year 7) Low Level 5
12-13yrs (Year 8) High Level 5
13-14yrs (Year 9) Low/Secure Level 6
14-16yrs (Years 10 & 11) Corresponding GCSE grades
Low = Some skills highlighted in that level
Secure = Well over half of the skills highlighted in that level
High = Majority of skills highlighted in that level and beginning to highlight in level above
Assessment for MfL will be based on learning vocabulary for Years 1-5 and then Conversational skills Years 6-9. This will then be formally assessed in line with ICCE requirements, where applicable.

Assessment for Learning strategies, and effective marking and feedback, will also be used across the curriculum as part of ongoing assessment that will allow pupils to be involved in their own learning and assessment as well as inform teachers of achievement.

All of the above assessment will be recorded thoroughly and regularly which will then form a portfolio/record for each child and be used as part of the reporting process and to inform future planning. Progress reports, giving information on the students achievements with the ACE curriculum will be compiled and sent to parents at the end of each term, and a full report giving details of achievement in all subjects in the supplementary curriculum, will be written and sent to parents at the end of the year. This policy should be read in conjunction with the Curriculum Document and any other relevant documents and will be reviewed regularly.