Fulbrige Academy | Assessment
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The document summarizes the assessment approach at The Fulbridge Academy, which focuses on assessing how well students know concepts rather than how much they have learned. It discusses moving away from national levels and toward assessing students across 8 curriculum domains from nursery to year 6. The assessment system aims to value formative, daily assessments over high-stakes testing and make teachers accountable for student attainment and progress rather than adherence to standards.
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Fulbrige Academy | Assessment
- 1. @fulbridge_acad www.fulbridgeacademy.co.uk Assessment at The Fulbridge Academy
- 2. Agenda ⢠Context of The Fulbridge Academy ⢠Our Curriculum Approach ⢠Assessment Approach ⢠Assessing Reading
- 3. From Special Measures to Outstanding ⢠In 2001 the former Junior School was placed in Special Measures ⢠In 2004 we became a Primary School ⢠In 2008 we were assessed and gained the status of National School of Creativity â˘In March 2012 the primary school was judged as Outstanding in all 5 Ofsted judgement areas under the new Ofsted framework ⢠In March 2013 we became an Academy ⢠In 2014 we became a Cambridge Primary Review Trust Alliance School and a Whole Education PathďŹnder School
- 4. âBeautiful environments make beautiful peopleâ Bill Strickland
- 5. Our context⌠In an area of high deprivation. â˘From special measures to Outstanding â˘From 50-60% Level 4 plus to 80-90% Level 4+ â˘From Infant and Junior Schools to a Primary Academy â˘From 4 nationalities to over 30 nationalities â˘From pre-national curriculum to a bespoke creative curriculum
- 6. Progress Fulbridge National All Children 102.4 100 SEN 103 100.1 FSM 102 99.8 EAL 103 101
- 7. Phonics Test NLEâs, LLEâs, SLEâs SEND Free Schools Pupil Premium Teaching School Alliances Appraisal Local Authority Performance Related Pay Restoring Discipline New National Curriculum Grammar Test Exam System SCITT and School Direct No Levels
- 8. âIn England you are trying to do the wrong things righter!â Past Sahlberg â˘Test based accountability â˘Competition between schools â˘Standardised, prescribed curriculum â˘The enemy of improved educational practice is standardisation: prescribed curriculum, one size ďŹts all. â˘Punitive accountability â˘No fast-tracked teachers â˘Avoid confrontation between the government and the teaching profession
- 9. I have an Educational DreamâŚ
- 10. Our Curriculum â˘Vision and Aims â˘Our Curriculum must serve: â˘The individual â˘by ensuring well-being, engagement, empowerment and autonomy â˘The Wider World â˘by encouraging respect and reciprocity â˘by promoting interdependence and sustainability â˘by empowering local, national and global citizenship â˘by celebrating culture and community â˘Childrenâs Learning â˘through exploration, knowing, understanding and making sense â˘through fostering skill â˘through exciting imagination â˘through exciting dialogue
- 11. Cambridge Primary Review Trust Alliance School â˘The Cambridge Primary Review Trust (CPRT) is the successor to The Cambridge Primary Review â˘CPRT was established in December 2012 with the aim of consolidating and building on CPRâs evidence, ďŹndings and principles. â˘Since April 2013 CPRT has received sponsorship from Pearson Education â˘CPRT is working with Pearson to develop jointly-branded support materials and services for schools.
- 12. Our Curriculum â˘8 Priorities â˘Aims â˘Assessment â˘Community â˘Curriculum â˘Equity â˘Pedagogy â˘Sustainability â˘Voice â˘8 Domains â˘Arts and Creativity â˘Citizenship and Ethics â˘Faith and Belief â˘Language, Oracy and Literacy â˘Mathematics â˘Physical and Emotional Health â˘Place and Time â˘Science and Technology
- 13. Assessment Assessing children from Nursery to Year 6 on how well they know the learning rather than how much they have learnt of something.
- 14. Why no levels nationally? â˘Parents donât understand levels â˘Link between EYFS and Year One â˘Link between KS1 and KS2 â˘Referring to children as a level
- 15. Why no levels at Fulbridge? â˘CPRT â˘Bespoke curriculum - assess it our way â˘8 Domains from Nursery to Year 6 â˘Creating something original and of value â˘Assess what we teach â˘Assessing the whole child
- 16. Assessment: What have we done? â˘Linked to The New Primary Curriculum â˘Arranged to Developmental Matters Statements to the 8 Domains from CPRT â˘Linked The New Primary Curriculum to our topics/ themes
- 17. Our thought processes⌠â˘Amount of stages to assess against vs amount of areas to assess â˘How often do we record assessment data vs formative day to day assessments â˘Making teachers accountable (Attainment and progress) vs Trusting and having an assessment system for teachers
- 18. Working together⌠⢠Pearson - Assessment Beyonds Levels â˘Course â˘CPRT â˘Emphasis on formative day to day assessing â˘Pupil Asset â˘Creating a tracking system â˘Progress and Attainment data â˘Numerical data - Accountability
- 19. How many areas to assess against? Language, Oracy and Literacy: Reading Accuracy Fluency Understanding Analysis Evaluation Writing Accuracy Fluency Generation Analysis Evaluation Oracy Accuracy & Fluency Understanding Analysis Evaluation Arts and Creativity Music Art Dance Drama Place and Time Geography History Physical and Emotional Health PE Swimming Citizenship and Ethics Faith and Belief Mathematics Counting and Estimating Drawing and Creating Sharing and Calculating Reading and Measuring Patterns and Relationships Sorting and Analysing Science and Technology Physics Biology Chemistry Technical/ScientiďŹc Knowledge
- 20. How many stages of assessment? â˘Beginning â˘Developing â˘Embedding â˘Mastering
- 22. Mastery â˘ConďŹdently achieving before moving on â˘Slowing the process down â˘Apply knowledge and skills â˘Be able to achieve in many ways
- 23. No levels as a Subject Co-ordinator â˘How can we build teachers conďŹdence in their assessments? â˘How can we ensure progress? â˘What evidence is required? â˘How will pupils know what they have achieved?
- 25. What skills do we want to cultivate?
- 26. Bringing the Skills to Life
- 28. Final Thought: Are we ready to ďŹy? We have been trapped in a cage of top down reform for so long, can we ďŹy out and embrace the freedoms that are now on offer?