
- Contact Us
Headteacher
Chris Coyle-Chislett
Email the Office
secretary@penpol.cornwall.sch.uk
Telephone Number
01736 753472
Our Address
2 St George’s Road, Hayle,
Cornwall, TR27 4AH
Headteacher
Chris Coyle-Chislett
Email the Office
secretary@penpol.cornwall.sch.uk
Telephone Number
01736 753472
Our Address
2 St George’s Road, Hayle,
Cornwall, TR27 4AH
at Penpol School
Assessment enables school staff and stakeholders to see what progress your child is making and provides information which assists to plan how to help pupils make further progress. Assessment is very important for tracking this progress, planning next steps, reporting and involving parents, children and young people in learning.
Assessment is integral to effective teaching and learning. Through internal assessment, such as observation, questioning, discussions and feedback, we can gather information about each pupil’s abilities, learning needs and performance, and use this information to adapt teaching and learning practices to meet a pupil’s individual needs. Via this continuous feedback mechanism, we can ensure that each pupil receives teaching specific to their needs, enabling them to reach their full potential.
Assessment for learning is used to provide ongoing formative assessment, through the use of feedback marking and/or observations of pupils’ learning, against learning objectives and success criteria. This information is then used to assess progress towards meeting learning objectives, and to identify and set next step targets for each pupil. Formative assessment builds pupils’ “learning to learn” skills by emphasising the process of teaching and learning, and involving learners as partners in that process. It also builds pupils’ skills at peer-assessment and self- assessment, and helps them develop a range of effective learning strategies. Whole class marking is undertaken for reading, writing and maths and is now being rolled out to broader foundation subjects to provide rigour in assessment across the curriculum.
Summative assessments are any method of evaluation performed at the end of a unit or term, allowing staff to measure a pupils’ understanding against standardised criteria. It can result in the pupil receiving a determined grade or standard that tells the staff and pupils how well they are performing academically. Staff can also use these results to evaluate how successful their teaching methods were and see if they need to be adjusted next time they teach that unit. These are some of the range of summative assessments used in key phase groups.
The Early Years Foundation Stage is separated into seven areas of development. There are three ‘Prime Areas‘ and four ‘Specific Areas‘. The Prime areas are fundamental skills and work together to support development in all other areas of development.
The Early Learning Goals establish expectations for children’s learning and development by the end of the EYFS. We support all children in working towards these goals, but there is no expectation that all children should achieve them. We use our professional judgement to make these assessments, based on the knowledge and understanding of what the child knows, understands, and can do.
The EYFS Profile is a statutory assessment of children’s development at the end of the early years foundation stage (known as a summative assessment). Day-to-day informal checking of what children have learnt will inform teaching and learning on an ongoing basis throughout the final year of the EYFS. This will include identifying areas where children may be at risk of falling behind, so that we can provide rapid, effective support.
The Early Learning Goals are what is assessed at the end of the reception year but are not used as a curriculum. The EYFS profile is not used for ongoing assessment or for entry-level assessment for early years settings or reception classes.
We use the Reception Baseline Assessment which is an activity-based assessment of pupils starting point in communication, language and literacy and mathematics. It provides a snapshot of where pupils are when they arrive at school.
★ Self-Regulation
Children at the expected level of development will:
★ Managing Self
Children at the expected level of development will:
★ Building Relationships
Children at the expected level of development will:
★ Listening, Attention and Understanding
Children at the expected level of development will:
★ Speaking
Children at the expected level of development will:
★ Gross Motor Skills
Children at the expected level of development will:
★ Fine Motor Skills
Children at the expected level of development will:
☆ Comprehension
Children at the expected level of development will:
☆ Word Reading
Children at the expected level of development will:
☆ Writing
Children at the expected level of development will:
☆ Number
Children at the expected level of development will:
☆ Numerical Patterns
Children at the expected level of development will:
☆ Past and Present
Children at the expected level of development will:
☆ People, Culture and Communities
Children at the expected level of development will:
☆ The Natural World
Children at the expected level of development will:
☆ Creating with Materials
Children at the expected level of development will:
☆ Being Imaginative and Expressive
Children at the expected level of development will:
10th October 2022