Assessment

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Assessment plays an important part in helping parents and teachers to recognise children’s progress and understanding their needs. 

At RISE Early Years, teachers observe children to understand their interests and learning styles, and then shape learning experiences for each child. We use a professional/international assessment tool.  

Learning Journal to record observations and comments, in line with the Early Years Foundation Stage curriculum, to build up a record of your child’s experiences during their time with us. This system allows us to work with parents and carers to share information and record the children’s play and learning in and outside of the classroom.

It should be noted that the primary national curriculum programmes of study for English, Maths and Science are more demanding than the previous national curriculum. They align England with those countries that have the highest-performing school systems.

By raising standards in basics such as reading, grammar, fractions and basic scientific concepts, children will be equipped to do more advanced work once they start secondary school.

Assessment now falls into two distinct categories: Formative and Summative.

Teachers are expected to deliver lessons that continually assess learning. This will be achieved through daily marking which should provide a positive comment and a next step or question for the child to answer, verbal feedback, discussion and peer assessment (child to child). These are all designed so that your child knows their strengths and areas for development in all subjects.

At the end of each unit teachers will use more summative measures to gain an understanding of progress to date. This will often be a short test or, in Literacy, could be a piece of work which has been written under exam conditions then moderated amongst the teachers in the year group, to ensure continuity and a shared understanding of expected levels.

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