Assessment and testing
2014 Results
Spelling, Punctuation & Grammar
Writing- Teacher Assessment
2014 Results
Percentage of pupils who have improved by 2 or more levels in Reading between KS1 & KS2 100%
Percentage of pupils who have improved by 2 or more levels in Maths between KS1 & KS2 100%
Percentage of pupils who have improved by 2 or more levels in Writing between KS1 & KS2 89%
Percentage of pupils who have achieved Level 4 or above in Reading, Writing and Maths 86%
Percentage of pupils who have improved by 2 levels in Reading, Writing and Maths between KS1 & KS2 89%

2013 Results

L4 C+
L4 B+
Spelling, Punctuation and Grammar (SPAG)
Writing (teacher assessment)
2012 Results
Subject/Aspect 2012 Results
English % L4+ 93
English % L5+ 31
Mathematics % L4+ 93
Mathematics % L5+ 31
Both English and Maths % L4 90
English % 2 level progress (KS1-KS2) 100
Maths % 2 level progress   (KS1-KS2) 93
absence % for year 3.64
For more information about end of Key Stage 2 tests please look on the Department for Education (DfE) school performance tables website.
Assessment in the New National Curriculum
At Gillespie we believe that effective assessment is a continuous process that provides information to improve teaching and learning. We give children regular feedback and involve them in evaluating their own learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular written and verbal reports on their child’s progress so that teachers, children and parents are all working together to raise standards for all our children.
Currently we are in a transition period as the government plan to remove the National Curriculum level descriptors as part of the implementation of the New Curriculum. During this period of transition in 2014/15 we will continue to use the existing National Curriculum levels and work in partnership with the local authority and external agencies to design a new assessment tool. 
Our school statement needs to be read in conjunction with our Assessment and Marking policy and guidelines.
Aims and objectives
The aims and objectives of assessment in our school are:
  • to enable our children to demonstrate what they know, understand and can do in their work;
  • to help our children understand what they need to do next to improve their work;
  • to allow teachers to plan work that accurately reflects the needs of each child;
  • to provide regular information for parents that enables them to support their child’s learning;
  • to provide school leaders and governors with information that allows them to make judgements about the effectiveness of the school.
Assessment is not a singular activity; it is about measurement of performance at a given point in time and a way of gaining information to promote future learning.
We acknowledge that there are two distinct types of assessment used by the school. These include:
  • Assessment for learning which helps teachers and pupils identify the next steps needed to make progress. It takes account of pupils’ strengths and areas for improvement and provides pupils and teachers with an insight into the learning that promotes success for all.
  • Assessment of learning which more is associated with level judgements as to where children are at a specific point in time in relation to both their cohort and nationally.
    Assessment of learning shows what children can do without support and holds the school to public account.
We use the following formal assessment procedures to measure outcomes against all schools nationally:
  • End of EYFS
    • (% of pupils achieving a “Good Level of Development”)
  • Phonics Screening Test at the end of Year 1
    • (% of pupils achieving the required screening check)
  • End of KS1
    • ( % of pupils achieving Level 2c and above in reading, writing, maths and teacher assessment in speaking and listening, science) and (% of pupils achieving Level 3 in reading, writing, maths and teacher assessment in speaking and listening, science)
  • End of KS2
    • (% of pupils achieving Level 4c in reading , writing and maths)
    • (% of pupils achieved 2 levels or more than 2 levels in reading, writing and maths)
Good assessment practice will:
  • raise standards of attainment
  • actively involve pupils in their own learning; providing effective feedback which promotes progress
  • helps raise pupil self-esteem through a shared understanding of the learning processes and the routes to improvement
  • build on secure teacher knowledge of the diverse linguistic and cultural background of pupils
  • support effective planning within the curriculum
  • enable the teacher to adjust teaching to meet the needs of all pupils
  • track pupil performance and in particular identify those pupils at risk of underachievement
  • provide information which can be used by teachers and managers as they plan for individual pupils and cohorts
  • provide information which can be used by parents or carers to understand their pupils’ strengths, weaknesses and progress
  • provide information which can be used by other interested parties
  • provide information which can be used to evaluate a school’s performance against its own previous attainment over time and against national standards
Types of assessment:
Day to day
Effective practice at Gillespie includes
Sharing learning objectives with pupils
Share learning objectives at the beginning of the lesson and, where appropriate, during the lesson in language that pupils can understand.
Use these objectives as the basis for questioning and feedback during and at the end of lessons.
Evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning.
Helping pupils to know and recognise the standards they are aiming for
Show pupils’ work which has met criteria, with explanations of why.
Give pupils clear success criteria then relate it to the learning objectives.
Model what it should look like. For example, exemplify good writing on the board.
Ensure that there are clear, shared expectations about the presentation of work.
Provide displays of pupils’ work which shows work-in-progress as well as finished product.
Involving pupils in peer- and self-assessment
Give pupils clear opportunities to talk about what they have learned, and what they have found difficult, using the learning objectives as a focus.
Encourage pupils to work/discuss together, focusing on how to improve.
Ask pupils to explain the steps in their thinking. ‘How did you get that answer?’ for example.
Give time for pupils to reflect on their learning.
Identify with pupils the next steps in learning.
Providing feedback which leads to pupils recognising their next steps and how to take them
Value oral as well as written feedback.
Ensure feedback is constructive rather than positive, identifying what the pupil has done well, what needs to be done to improve, and how to do it.
Identify the next steps for individuals and groups as appropriate.
Promoting confidence that every pupil can improve
Identify small steps to enable pupils to see their progress, thus building confidence and self-esteem.
Encourage pupils to explain their thinking and reasoning within a secure classroom ethos.
Involving both teacher and pupil in reviewing and reflecting on assessment information
Reflect with pupils on their work, e.g. through a storyboard of steps taken during an investigation.
Choose appropriate tasks to provide quality assessment information (emphasis on process, not just the correct answer).
Provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties.
Adjust planning; evaluate effectiveness of task, resources, etc. as a result of assessment.
Termly Strategies
Effective practice at Gillespie includes
Pupil guidance days
Teacher’s conference with pupils to review progress in learning; maths and English. Particular strengths and areas for development are discussed and new ‘next steps for learning’ targets agreed. Targets are focused and are shared with parents.
Monitoring of books & classrooms
Senior leadership team review progress, coverage and marking and feedback in books and monitor the classroom environments. Strengths and areas for improvement are identified and shared with staff.
Subject leaders monitor books quality assuring strengths and areas for improvement.
Moderation across year groups
Time for regular moderation of work in Maths and English; years 1 & 2, years 3 & 4 and years 5 & 6 to ensure accuracy of judgments.
Time for EYFS/KS1 staff to moderate progress.
Formal testing
Timetabled assessment weeks. Optional SATs materials and other resources are used to gain a snapshot view of pupil attainment which is then used to inform and confirm judgements made by teachers following on from the continuous gathering of the above evidence.
Pupil progress meetings
Time provided for senior leaders, teachers and SENCO to review progress of learning.
To identify groups of pupils making expected and exceeding progress.
To identify any groups/pupils underachieving.
Use data to inform teaching and learning.
Review the provision map for pupils.
Parent evenings
Meetings with parents/carers to share progress and what pupils do well and what they need to do better. These meetings highlight key issues that pupils may need to focus on.
Annual report to parents
End of year reports summarise the achievements for pupils during the year.
Parents are invited to respond to comments.
At Gillespie School we assess your child’s’ progress and aptitude across a range of subjects and dispositions from when they first enter the school in Nursery until they leave the school at the end of Year 6. Much of our assessment is ongoing to inform us of your child’s progress which then enables teachers to plan for the next stage in their learning. At the end of each term, across the whole school, teachers carry out school based assessments to assess what level your child is currently attaining. Teachers meet the Head and Deputy Head in a termly pupil progress meeting to discuss your child’s needs and to plan for their learning in the coming term.
Foundation Stage (Nursery and Reception)
At the end of Foundation Stage (in Reception Class) we carry out a statutory assessment across all the areas of learning - called the Foundation Stage Profile. This gives information about each individual child’s progress and also provides us data for the whole class so we can compare them to Islington schools and to schools nationally. Most importantly it informs your child’s Year 1 teacher about their needs so they can carefully plan for their learning.
Key Stage 1 (Infants, Year 1 and Year 2)
At the end of Year 1 a statutory phonics screening test is carried out to check your child’s reading skills. At the end of Year 2 national statutory English and Maths assessments are carried out to determine what National Curriculum level your child has achieved by the end of the Infants. Again this informs your child’s next teacher about their attainment and needs as they start their Junior education. The class information is also reported to the Department for Education.
Key Stage 2 (Juniors, Year 3, Year 4, Year 5 and Year 6)
Teachers carry out termly assessments and testing throughout Year 3, Year 4, Year 5 and Year 6 to ensure your children make good progress during their Junior education. At the end of Year 6 children carry out national maths and English tests to determine what National Curriculum level they have achieved by the end of their time at Gillespie Primary School. This of course will inform the Secondary School about your child’s achievements as they enter the next phase of their education. The Department for Education also publishes school data each year to show the percentage of children achieving Level 4 (the national expectation) or higher in each school, which is published in local education authority league tables.
In the table below we provide information showing what percentage of pupils reached national curriculum Level 4 or above (the national expectation) at the end of Year 6 for the last 3 years.  Some more capable children reach the next level, Level 5, or higher.  The percentage of those children is also shown.
However some children, for example children with particular learning difficulties, may not achieve the national expectation of Level 4+ by the end of their schooling. But, we still expect the children to make good progress from their starting points. The Department for Education sets a target for schools to ensure as many pupils as possible progress two National Curriculum levels between the end of Infants and the end of Juniors. For example, if a child achieved Level 2c in Year 2 they should achieve Level 4c by the end of Year 6. The table below also shows the percentage of pupils over the last three years who have achieved that two Level progress.
Children can only make good progress at school if their attendance is good- the table also shows the percentage of children who have been absent in the last three years. The Department for Education sets a school target for pupils to attend 95% as a minimum; we are pleased that we have exceeded this target in the last four years!