A3 Curriculum, Teaching, Learning, Assessment and Marking ... · The curriculum is planned carefully, so that there is coherence and full coverage of all aspects of the curriculum

A3Curriculum,Teaching,Learning,AssessmentandMarkingPolicy 1 Version:Jan‘16

Curriculum,Teaching,Learning,Assessment

andMarkingPolicy

Dateofpublication: August2015

Dateofnextreview: August2016

DateratifiedbyHamptonPre-Prep&PrepCommittee: January2016

Reasonforreview: Annual


AudienceThispolicyisforallpupilsatHamptonPre-PrepandPrepSchool,itincludestheEarlyYearsFoundationStage(KindergartenandReception),Pre-PrepandPrepDepartments.TeachingandLearningTeachingandlearningarethecorepurposeofwhatwedo.Highqualitylearning,teachingandsubsequentlyachievementarewhatwewantforeverypupilwithintheSchool.Webelievethatthemorethatwehaveasharedunderstandingofwhatconstituteseffectiveteachingandlearning,thegreateroursuccesswillbe.Anyattempttocontinuetoraisestandardsinourschoolmustbefocusedontheclassroom.Continuedandsustainedimprovementisdependentuponsustainingthehighqualityofteachingandlearningthatistakingplaceonadailybasis.Acrossourschooltheexpectationisthatallpupilsareprovidedwithhighqualitylearningexperiencesthatleadtoconsistentlyhighlevelsofpupilachievement.Weexpecteveryteachertobeanexcellentteacher–nochilddeservesless.Byadoptingawholeschoolapproachtoteachingandlearningacrossourschool,weaim:

• toprovideconsistencyofteachingandlearningacrossourschool;• toenableteacherstoteachaseffectivelyaspossible;• toenablechildrentolearnasefficientlyaspossible;• togivechildrentheskillstheyrequiretobecomeeffectivelifelonglearners;• toprovideaninclusiveeducationforallchildren;• tolearnfromeachother,throughadoptionofacollaborative,enquiry-based

approachtoteachingandlearning,wheregoodpracticeisshared.Thereisnosinglerecipeforimprovingteachingandlearninginaschool.However,thispolicyoutlinessomeoftheessentialelementsthatarekeytoraisingstandardsinteachingandlearning.TheCurriculumThecurriculumisalltheplannedactivitiesorganisedinordertopromotelearning,personalgrowthanddevelopment.ItincludesnotonlytheformalrequirementsoftheSchool’splanning–long,mediumandshort,butalsotherangeofCo-CurricularActivitiesthatenrichtheexperiencesofthechildren.TheSchoolaimstoteachthechildrenhowtogrowintopositive,responsible,kindpeople,whocanworkandco-operatewithotherswhiledevelopingknowledgeandskills,sothattheyachievetheirtruepotential.TheaimsoftheSchoolcurriculumare:

• toenableallchildrentolearnanddeveloptheirskillstothebestoftheirability;• toenableallchildrentomakegoodprogressaccordingtotheirability;• topromoteapositiveattitudetowardslearning,sothatchildrenenjoycomingto

School,andacquireasolidbasisforlifelonglearning;• toenablechildrentochallengethemselvesphysicallyinawiderangeofsports;• toenablechildrentobecreativeandtodeveloptheirownthinking;• toteachthechildrenabouttheirdevelopingworld,includinghowtheirenvironment

andsocietyhavechangedovertime;• toenablechildrentobepositivecitizensinsociety;


• tofulfilourobligationtoactivelypromotefundamentalBritishValues,aswellasspiritualawarenessinallpupils;

• toenablechildrentohaverespectforthemselvesandhighself-esteem,andtobeabletolive,valueandworkco-operativelywithothers.

WeensureourteachingisnotdiscriminatingagainstpupilscontrarytoPart6oftheEqualityAct2010.OrganisationandPlanningThecurriculumisplannedinthreephases:long,mediumandshort-termplansareused.Thelong-termplans/schemesofworkindicatewhattopicsaretobetaughtineachterm,andtowhichchildren;theyarereviewedregularly.Byusingmediumtermplans,clearguidanceisgivenontheobjectivesandteachingstrategiesthatwillbeusedwhenteachingeachtopicduringaspecificterm.Short-termplansarethosethatourteacherswriteonaweeklyordailybasis.Thereisnocommonformatfortheshort-termplanningasitisviewedthat,asprofessionals,teachersshoulduseaformatthatsuitstheirownstyleofplanninganddelivery.IntheEarlyYearsFoundationStageandatKeyStage1weadoptaninter-disciplinarytopicapproachtocurriculumplanning.Thecurriculumisplannedcarefully,sothatthereiscoherenceandfullcoverageofallaspectsofthecurriculumandEarlyLearningGoals.Year3isatransitionyearforpupilswheretheyremain,forthemostpart,classroombased.Theyreceivespecialistteachingforcertainaspectsofthecurriculum,forexampleusuallyMusic,ICTandPE/Games.ChildrenwithSENDThecurriculumatHamptonPre-PrepandPrepSchoolisdesignedtoprovideaccessandopportunityforallchildrenwhoattendtheSchool.Ifitisthoughtnecessarytoadaptthecurriculumtomeettheneedsofindividualchildren,thenitisdonesoinconsultationwiththeFormTeacher,parentsandoneoftheHeadsofLearningSupport,dependingontheageofthechild.Ifachildhasidentifiedspecialneeds,HamptonPre-PrepandPrepSchooldoesallthatitcantomeettheseindividualneedswithreasonableadjustmentsundertheEqualityAct2010andSpecialNeedsandDisabilityAct2001.TheSchoolfulfilsitsobligationsforSENaspertheSENDCodeofPractice,January2015inprovidingforchildrenwithidentifiedspecialneeds.Ifachilddisplayssignsofhavingadditionalorspecialneeds,theteacherinliaisonwithoneofourHeadsofLearningSupport[BG(Prep)orSM(Pre-Prep)]willmakeanassessmentofthisneed.Inmostinstancestheteacherisabletoprovideresourcesandeducationalopportunitiessuitabletothechild’sneedswithinthenormalclassorganisation.Ifachild’sneedismoresevere,aStatementofSpecialNeeds/*EHCPissought,involvingtheappropriateexternalagencieswhenmakingthisassessment.Additionalresourcesandsupportareprovidedforchildrenwithspecialneeds.(*AllchildrenwithexistingStatementsofSENintheLondonBoroughofRichmondwillbetransferredtoanEducationHealthCarePlanby1April2018.)


PleaserefertotheLearningSupportPolicyforfulldetails.EarlyYearsFoundationStageIntheframeworkitstates,‘Everychilddeservesthebestpossiblestartinlifeandsupportthatenablesthemtofulfiltheirpotential.Childrendevelopquicklyintheearlyyearsandachild’sexperiencesbetweenbirthandagefivehaveamajorimpactontheirfuturelifechances’(StatutoryFrameworkfortheEarlyYearsFoundationStage(2014)’,p.5).Furthermore,‘Eachareaoflearninganddevelopmentmustbeimplementedthroughplanned,purposefulplayandthroughamixofadult-ledandchild-initiatedactivity’(StatutoryFrameworkfortheEarlyYearsFoundationStage(2014),p.9).TheEYFSlearninganddevelopmentrequirementscomprise:

• thesevenareasoflearninganddevelopmentandtheeducationalprogrammes(describedbelow).

• theearlylearninggoals,whichsummarisetheknowledge,skillsandunderstandingthatallyoungchildrenshouldhavegainedbytheendoftheReceptionyear;and

• theassessmentrequirements(whenandhowpractitionersmustassesschildren’sachievements,andwhenandhowtheyshoulddiscusschildren’sprogresswithparentsand/orcarers).

Therearesevenareasoflearninganddevelopmentthatmustshapeeducationalprogrammesintheearlyyearssettings.Allareasoflearningdevelopmentareimportantandinter-connected.Threeareasareparticularlycrucialforignitingchildren’scuriosityandenthusiasmforlearning,andforbuildingtheircapacitytolearn,formrelationshipsandthrive.Thesethreeareas,theprimeareas,are:

• CommunicationandLanguage;• PhysicalDevelopment;and• Personal,SocialandEmotionalDevelopment.

Practitionerssupportchildreninfourspecificareas,throughwhichthethreeprimeareasarestrengthenedandapplied.Thespecificareasare:

• Literacy;• Mathematics;• Understandingoftheworld;and• Expressiveartsanddesign.

Therefore,ourcurriculumplanningfocusesontheabove.EYFSpractitionersconsidertheindividualneeds,interests,andstageofdevelopmentofeachchild,andusethisinformationtoplanachallengingandenjoyableexperienceforeachchildinalloftheareasoflearninganddevelopment.Werecognisethatchildrendevelopindifferentwaysandatdifferentrates,andthatallsevenareasoflearninganddevelopmentareequallyimportantandinter-connected.PleaserefertotheEarlyYearsFoundationStagePolicyformoredetail.HamptonPre-PrepandPrepSchoolfullysupportstheprinciplethatyoungchildrenlearnthroughplay,andbyengaginginwell-plannedstructuredactivities.Indeed,‘Playisessentialforchildren’sdevelopment,buildingtheirconfidenceastheylearntoexplore,tothinkaboutproblems,andrelatetoothers.Childrenlearnbyleadingtheirownplay,andbytakingpart


inplay,whichisguidedbyadults’(StatutoryFrameworkfortheEarlyYearsFoundationStage(2014)p.9).Teachingbuildsontheexperiencesoftheseyoungchildren.Wedoallthatwecantobuildpositivepartnershipswithparentsinordertoforgefirmfoundationsforfuturelearning.Throughouttheyear,regularobservationsandassessmentsarecompletedandkeptinLearningJournals,andtheEarlyYearsFoundationStageProfilesarecompletedinthesummerterm.Formativeandsummativeassessmentsformanimportantpartofthefuturecurriculumplanningforeachchild.Pre-Prep–Years1and2(KeyStage1)InYears1and2,allNCsubjectsaretaughttogetherwithREandPSHE.Prep–Year3(KeyStage2)InYear3,allNCsubjectsaretaughtaswellasREandPSHE.PrepYears4–6InYears4–6,allNCsubjectsaretaughtaswellasRE,PSHEandFrench.PSHEPersonal,social,healthandeconomiceducationistheplannedprovisiontopromotethepupils’personal,socialandemotionaldevelopment,aswellastheirhealthandwellbeing.Weaimtoequipthechildrenwiththeknowledgeandskillstheyneedinordertoleadconfident,healthyandindependentlives.Weaimtohelpthemunderstandhowtheyaredevelopingpersonallyandsociallyandtacklemanyofthemoral,socialandculturalissuesthatareapartofgrowingup.Weaimtogivethechildrenanunderstandingoftherightsandresponsibilitiesthatarepartofbeingagoodcitizenandintroducethemtosomeoftheprinciplesofprudentfinancialplanningandunderstanding,therefore,developingasecuresenseofidentityinordertofunctionwellintheworld.Pupilsareencouragedtotakepartinawiderangeofactivitiesandexperiencesacrossandbeyondthecurriculum,contributingfullytothelifeoftheSchool,thelocalcommunityandindeedtheglobalcommunity.Theylearntorecognisetheirownworth,workwellwithothersandbecomeincreasinglyresponsiblefortheirownlearning.Wepromotevaluesofrecognisingtheworthofeach,celebratingtheirindividualism,andenjoyingandnurturingtheircontributiontotheSchoolCommunity.Tolerance,politenessandmutualrespectareattheheartofouraimsandethos.PleaseseethePSHEPolicyforgreaterdetail.FundamentalBritishValuesAsaschool,wevalueandcelebratethediverseheritagesofeverybodyatHamptonPre-PrepandPrepSchool,butalongsidethiswevalueandcelebratebeingapartofBritain.InaccordancewithPart2,paragraph5(a)and(b),Britishvaluesareactivelypromotedinmuchofwhatwedo,duringschoolassemblies,REandPersonal,SocialandHealthEducation(PSHE)sessions.ThesevaluesarealsointegraltoHamptonTrust’svisionandvalues.


AswellasactivelypromotingBritishvalues,theoppositealsoapplies:wewouldchallengepupils,stafforparentsexpressingopinionscontrarytofundamentalBritishvalues,including‘extremist’views.TheroleoftheHeadofDepartment(HOD)

• toprovideastrategicleadanddirectionforthesubject;• tosupportandofferadvicetocolleaguesinissuesrelatedtothesubject;• tomonitorpupilprogressinthatsubjectarea;• toprovideefficientresourcemanagementforthesubject.

Itistheroleofeachsubjectleadertokeepuptodatewithdevelopmentsintheirsubject,atbothnationalandlocallevel.TheyshouldreviewthewaythesubjectistaughtintheSchoolandplanforimprovement.MonitoringandReviewTheDeputyHeadAcademicinthePrepDepartmentisresponsiblefortheday-to-dayorganisationoftheKeyStage2CurriculumandtheHeadofPre-PrepoverseestheEYFSandKeyStage1Curriculum.MediumTermPlansaremonitoredbyeithertheDeputyHeadAcademicorHeadofPre-Prep,asappropriate,toensurethatcurriculumcoverageandlearningtakesplace.Workscrutinytakesplaceonaregularbasis,andiscoordinatedbytheDeputyHeadAcademic;feedbackisprovidedtoensurestandardsthroughouttheSchoolareconsistentlyhigh.HeadsofDepartmentmonitorthewaytheirsubjectistaughtthroughouttheSchoolandhaveresponsibilityformonitoringthewayinwhichresourcesareorganisedandmanaged.THENEEDSOFTHECHILDThemosteffectivelearningwilltakeplacewhenanumberofbasicneedsaremet.Pupilscometoschoolfromavarietyofhomecircumstancesandwithpastexperiencesthat,indifferingdegrees,affecttheirabilitytolearn.TheywillmakemostprogresswhentheSchoolprovidesasupportivelearningenvironment,whentheyunderstandwhatisexpectedfromthemandwherethereisappropriatemotivation.Teachersplayavitalroleincreatingalearningenvironmentinwhichtheindividualneedsofallpupilsareaddressed.Relationships,ClassroomClimateandEmotionalSupportTheSchoolcancontributetowardspupils’emotionaldevelopmentbycreatingaclimateinwhichthey:

• feelsecure;• feelthattheircontributionsarevalued;• trusttheirteachersandaretrustedbythem;• experienceconsistentandappropriatediscipline;• developasenseofworth,self-esteemandconfidence;• encourageanorderedatmospherewhichmakespupilswanttolearn;• ensureaccesstogoodqualitymaterialsandresources;• agreewithpupilsthegroundrulesforclassroomorganisationandworkingpractices;• maintainattractiveandwell-orderedclassrooms:thisincludesputtingvalueonthe

child’sworkbyarranginganddisplayingitwell;


• demonstrateavalueinthehighstandardsofpresentationexpectedofallfinishedwork;

• encouragethechildtobeindependentwithintheclassroomandtotakeanincreasingresponsibilityforlookingaftertheirownequipment,materialsandtheclassroomenvironment;

• positivelyencouragechildrentouseallareasoftheSchoolfortheirwork.Webelievethatallourchildrencanbenefitfromthemethodsandstylesofteachingthatstimulateandstartthedevelopmentofhigherorderthinkingskills.Weseektoprovideopen-endedtaskswithafocusonproblemsolving,discussion,collaborationandimaginativethinkingthatleadtothefollowing‘creativebehaviours’:

• questioningandchallenging;• envisagingwhatmightbe;• exploringideas,keepingoptionsopen;• reflectingcriticallyonideas,actionsandoutcomes;• makingconnectionsandseeingrelationships.

Keyelementsandprinciplesofteachingandlearningacrossourschool–apracticalguideAlllessonsacrossourschoolshouldincludethefollowingkeyelementstoensurehighqualityteachingandlearning.Newteacherstoourschoolwillreceivesupporttoensuretheyfullyunderstandtheseelementsandtoenablethemtoembedthemintheireverydaypractice.Lessonsbegin…withstatedclearlearningobjectives

• Thesemaybesharedorallyordisplayed.Lessonshave…wellplannedsuccesscriteria

• Allpupilsareclearabouthowtheywillachievethelearningoutcome;• Childrenusethesuccesscriteriatoself-assesstheirownorotherchildren’swork;• Childrenareremindedofthesuccesscriteriaduringthelesson–oftenchildren’s

workisusedbytheteachertoillustratesuccesscriteriainaction.Lessonsare…clearlydifferentiated

• Alllearnersarechallengedappropriately;• Planningshowscleardifferentiation:individualsencounteringdifficultiesarenoted

sothatthisinformationcanbeusedtoinformfutureplansand/orlessons.Alllearnersare…activelyengagedinlearningandworkco-operatively

• Pupilsareactivelyengagedduringallpartsofthelesson–teacherstakeintoaccountchildren’sconcentrationspanandensurepupilsarenotsittingpassivelyforlongperiods;

• OpportunitiestoThink/Pair/ShareanddiscussionswithaTalkPartnerareregularfeaturesinlessons;

• Miniwhiteboardsmaybeusedinshortburstsofactivity,todevelopunderstandingandtoensurechildrenareactiveandengagedduringthelesson;

• Visuals,artefactsandauditoryinputareallusedcreativelyasawaytoenhancelearning;

• Childrenhelpandencourageeachother;


• Childrenexplaintheirideasclearlyinfullsentences.Webelieveitisimportantforpupilstotalkduringlessons.Whenwetalkwedomorethanarticulateourcurrentlevelofunderstanding.Theveryactoftalkingforcesustoorganiseourthoughtsandsodeepensunderstanding.Itispartlythereasonwhyweremembersomuchofwhatweteachtoothers.Atourschool,webelievethattalkingiscentraltolearning.LessonsincludeplannedandunplannedopportunitiestodiscussquestionsandextendthinkingThink/Pair/ShareandTalktoyourpartner(TTYP)areregularfeaturesinlessons.PupilsaretrainedtouseappropriatebodylanguagewhentalkingtoapartnerandpupilsunderstandthattheirTALKisvaluedasmuchastheirwrittenwork.Learningisenhancedthrough…effectiveuseofquestioningItisadultswhohelppupilsmakesenseofinformation.Thefrequencyandnatureofinteractionsbetweenteacherandpupilsishighlysignificant.Wedevelopunderstandingby:

• Usingopen-endedquestions;• Providingwaittime(3-5seconds);pupilsneedtimetothinkthroughtheiranswers

beforereplying;• Providingthinkingtimebygivinganadvancewarning,suchas‘IntwominutesIam

goingtoaskyou….’;• Allowingpupilstoexploreandarticulatetheirthinkingbygivingthemtimeto

discusstheirresponsesinpairsorgroups.Pupilsthenrespondwith‘Wethinkthat…’;

• Ensuringpupilsfullyunderstandthequestion.Learningisenhancedthrough…theuseofICTICTisusedtoenhancelearningwhereverpossible,equippingchildrentoparticipateinarapidlychangingworldwhereworkandleisureactivitiesareincreasinglytransformedbytechnology.Theyhaveopportunitiestofind,explore,analyse,exchangeandpresentinformation.Wefocusondevelopingskillsnecessarytobeabletouseinformationinadiscriminatingandeffectiveway.ICTskillsareamajorfactorinenablingchildrentobeconfident,creativeandindependentlearners,therefore,weneedtoharnessthepotentialofemergingtechnologies.Learningisenhancedthrough…theuseofeffectivebehaviourmanagementEffective,positivebehaviourmanagementisusedtofosterapositivelearningenvironmentintheclassroom.Forfurtherdetails,pleaserefertothePolicytoPromoteGoodBehaviour–Rewards–Sanctions–Exclusions.Learningisenhancedthrough…theeffectiveuseofadditionaladults(whereapplicable)

• Additionaladultsareclearlydirectedtosupportlearning;• Teachingassistantsarefullyengagedwithpupilsonthecarpetandattablesduring

lessontimes(Theyarenotphotocopyingwork,sharpeningpencilsorstickingworkinbooksduringlessontime!);

• Theyareclearaboutwhotheyaresupportingandwhy;• Planningissharedinadvancewithteachingassistants;• Theysitnexttothepupil/pupilstheyareworkingwith,quietlyengagingthepupils,

explainingthetaskorusingotherresourcestofacilitatelearning;• Theyareinvolvedinassessingpupil’sunderstandingandfeedingbacktothe

teacher;


• Teachingassistantswillannotateinbookstoindicatesupporthasbeengiven–seemarkingsection.

Learningisenhancedthrough…theeffectiveuseofaplenaryandminiplenaries• Reviewwhathasbeenlearned;• Reflectonhowithasbeenlearned.

Reviewinglearningiskeytomemoryandnotconfinedtotheendofthelesson.Teachersreviewtheentirelessonandconstantlyreferpupilsbacktothesuccesscriteriaofthelesson,reinforcingpriorlearning.Encouragepupilstoreflectonwhattheyhavelearnedandwhathashelpedthemtolearn,usingpromptssuchas:

• Whatdidyoudotodaythatyoufoundmosthelpfulwhenyouwerelearning?• Whatdidyoudotodaythatyoufoundlesshelpful?• Ifyouhadtodothetaskagain,howwouldyoudoit?• Ifyouhadtogiveonepieceofadvicetosomeonetacklingthesametask,what

woulditbe?Learningisenhancedthrough…agreatclassroomenvironmentAcrossourschool,weaimtoensurethatallclassrooms,grouplearningareasandwholeschoolareasarespacesthateveryonecanusetolearnandbeproudof.WallsTheseshouldreflecttheworkcurrentlybeingstudiedandshouldinclude:

• Children’squestions;• Keyvocabulary;• Visualsandartefacts.

Well-labelledandneatlyorganisedresourcesClassroomresourcesshouldbewellorganisedandclearlylabelled.Childrenshouldknowwheretofindtheresourcestheyneedforanactivity.Thiswillhelptofosterindependentlearningskills.PrinciplesofAssessmentAssessmentforlearningisembeddedineverydaypracticeandisusedtoinformteachingandlearning.Assessmentservestwomainpurposes:-

1. Itprovidesinformationaboutchildren’sprogressthatteacherscanuseasabasisfordecisionsaboutthenextstepsinchildren’slearning.(Formativeassessment)

2. Italsoprovidesinformationtoparentsandothersabouttheprogressandlevelsofattainmentreachedbychildren,especiallyattheendoftheEarlyFoundationStage,KeyStages1and2,andabouttheprogressmadesincethelastreportedassessment.(Summativeassessment)

Effectiveassessmentprovidesinformationtoimprovebothteachingandlearning.AssessmentisoneofourkeytasksandunderpinstheSchool’saimtomakeeachpupilahappy,motivatedandextendedchild.


Acomprehensivedefinitionofassessmentincludestheprocessesofgathering,interpreting,recordinganduseofinformationaboutapupil’sresponsestoaneducationaltask.TheaimsandobjectivesofassessmentinourSchoolarethat:

• itshouldhelpthechildrentoprogressintheirlearning;• itshouldprovidemotivationforbothpupilsandstaff;• itshouldassisttheteachertoevaluatetheeffectivenessofhis/herteaching;• itshouldprovideameansofcommunicatinginformationtothepupils,theirparents,

teachingcolleaguesandfutureschools.Weassessthewholechild,notjusthis/heracademicprogress.Duringbothformalandinformalcontactwitheachpupilwealsoassess:

• socialdevelopment;• healthandwell-being;• selfreliance;• attitudetowardsthemselvesandothers;• commitmentandmotivation.

Assessmentshouldhaveclearaimsandinformourteaching.Assessmentofpupils’achievementshouldbebasedon:

• observationofpupilsinclass(itcanbebasedonoral,written,practical,manualorgraphicwork);

• howtheyinteractwithotherpupilsandwithgroups;• homework(withorwithouttheaidofparents);• howtheyperformintestsandexaminations.

Atregularintervalsweshouldsetpiecesofworkthatfocusonspecificareasofachievementsothatthesecanbeassessed.Thesecanbe:

• reinforcementtasks;• tasks,whichdrawonknowledge,alreadyacquiredandthenrequirethepupiltotake

thisonestepfurther.InthePrepdepartment,moreregularunittestsorendoftopictestsrequirepupilstoshowevidenceofrecentlyacquiredlearning.Thesetestsalsopreparethechildrenformoreformalexaminationsandcanbeusedtoencouragepupilstodevelopskillsofrevisionandself-review.Teachersmustusetheresultsoftheassessmentstoinformtheirpreparationandteaching.Also,itprovidesvitalinformationforthegroupingofpupilsandadvicetoparentsregardingfutureschools.RecordingHamptonPre-PrepandPrepSchoolrecognisesthattherearevariousmethodsofassessingachild’slearning.Thetypeofassessmentthatismadevariesfromsubjecttosubject.TheSchoolconsidersthatitisunnecessarytokeepaformalrecordofalltheseassessments;informationisonlyrecordedthatwillassistfuturelearning.Weacknowledgethatrecordsshouldbe:

• clear,conciseandeasytomaintain;• easytointerpret;


• showwhatanindividualchildhaslearntandunderstood.Pre-PrepandtheEarlyYearsFoundationStageThestatutoryframework(2014)states‘Ongoingassessment(alsoknownasformativeassessment)isanintegralpartofthelearninganddevelopmentprocess.Itinvolvespractitionersobservingchildrentounderstandtheirlevelofachievement,interestsandlearningstyles,andtothenshapelearningexperiencesforeachchildreflectingonthoseobservations’(StatutoryFrameworkfortheEarlyYearsFoundationStage(2014)p.13).RecordingPupils’AchievementinPre-PrepInthePre-Prepthefollowingareusedtorecordpupils’achievementinallareasofthecurriculum:

• KindergartenandReception–LearningJournalsrecordongoingassessmentofthechildreninthesevenareasoflearning.Suchassessmentsarebasedonobservationsofwhatthechildrenaredoingonaday-to-daybasis.Inthefinaltermoftheyearinwhichthechildreachesagefive,andnolaterthan30Juneinthatterm,theEYFSProfilemustbecompletedforeachchild.TheProfileshouldprovideawell-roundedpictureofachild’sknowledge,understandingandabilities,theirprogressagainstexpectedlevel,andtheirreadinessforYear1.Eachchild’slevelofdevelopmentisassessedagainsttheearlylearninggoals,andpractitionersmustindicatewhetherchildrenaremeetingexpectedlevelsofdevelopment,oriftheyareexceedingexpectedlevels,ornotyetreachingexpectedlevels(‘emerging’).

ItisimportanttonotethattheEYFSplacesastrongemphasisonworkingwithparentsaspartners.Parentsandpractitionersshouldreflecttogetheronwhat:

o Achildlikestodo;o S/heistryingtomasterorhasjustlearned;o Newwords/languagestructuresareemerging;ando Particularinterestsorpatternsinplayandexplorationareobservedatthe

moment.

• KeyStage1–Recordsarecompletedforreading,writingandmathematicsinYears1and2onatermlybasis,andinmusicannually.

Weusethefollowingcolourcodedsystem: Autumn Spring SummerReception red green blueYear1 brown pink yellowYear2 blue purple orangeTheserecords,alongwiththePupilProfiles,arehandedonfromthePre-PreptothePrepDepartmentattheendofKS1.InPrep,recordingofpupils’day-to-dayprogressshouldbedoneinForm/SubjectTeachers’mark/recordbooks.Itshouldemphasiseeffortaswellasachievement.Noteworthyeffort/achievementisrewardedbyawardingHousepoints,Headmaster’scommendations,StarAwardsandsoon.


FormalProgrammeofAssessmentKindergarten–GrammarandPhonologyScreeningTeststakeplaceintheSummerTerm.Reception–PhonologicalAbilitiesTest&EarlyYearsFoundationStageProfilesarecompletedintheSummerTerm.Year1–INCAStestsarecarriedoutintheSpringTerm,QuestTestsinEnglishandMathematicsarecarriedoutSummerTerm,aswellasteacherassessmentsinScience.Year2–AssessmentsinMathematics,EnglishandReasoningtakeplaceinNovember.(Onthebasisoftheseresults,offersof7+HamptonAssuredPlacescanbemadeanditisgoodpreparationforthegirlstakingtestsforentrytolocalGirls’Schools,usuallyatbeginningoftheSpringterm.)INCAStestsarecarriedoutintheSpringTerm.SingleWordSpellingTest&GroupReadingTestarecompletedintheSummerTerm,aswellasteacherassessmentsinScience.InthePrep,CATReasoningAssessmentstakeplaceinSeptember,followedbyINCASteststowardstheendoftheSpringTerm.Onthebasisoftheseresults,offersofHamptonAssuredPlacescanbemade.ProgressTestsinEnglishandMathematicstakeplaceintheSummerterm.SingleWordSpellingTestandGroupReadingTestforYears3,4and5takesplaceintheAutumnTerm.MonitoringPupilPerformanceTheperformanceofpupilsismonitoredinthefollowingways:Analysisofresultsfromtheformalassessmentprocessenablesustotargetspecificpupilsandsubjectareas.InternalExaminationsInternalexaminationsarenotsetinthePre-Prep,justroutineinformaltesting.Year3 Summerterm(Maths&English)Year4 Summerterm(Maths,English&Reasoning)Year5 Summerterm(Maths,English&Reasoning[VR/NVR])Year6 November11+Mocks(English,Maths,VR&NVR),

Summerterm(Maths&English)EndoftopicassessmentstakeplaceineachtermthroughoutthePrepDepartment.TheDeputyHeadAcademichastheoverallresponsibilityfortheconductandadministrationofallexaminations.HODsseetotheproductionofexaminationpapers.Theyshouldbetypedandhaveacommonmarkscheme.Thereshouldbeclearguidelinesforpupilsfortheconductofexaminations.TargetSettingAllpupilsneedtobeclearabouthowtheyneedtoimprove.Individualtargetsaresetasfollows:

• mathematics;• writing,and;


• ageneraltarget.Targetsarediscussedwithindividualpupilsandrecordedindifferentways,accordingtotheageofthepupils.Wereviewtheprogressofeachchildandrevisetargetsasappropriate.Termlywritingscrutinytakesplace,whereapieceofunaidedwritingiscollectedfromindividualchildrenandisusedtosetwritingtargets,andthesearethenmonitoredaccordingly.WritingislevelledinPre-PrepwithreferencetotheLevelDescriptors.ReportingtoParentsWeemployarangeofstrategiesthatkeepparentsfullyinformedoftheirchild’sprogressinSchool.Weencourageandwelcomeparentstodiscusstheirchild’sprogressatanyreasonabletimewithclass/subjectteachers.Itispossibletospeaktostaffbeforeandafterschoolaboutimmediateconcerns;however,forlongerdiscussionsaboutprogressandperformanceitisfarbetterforappointmentstobearrangedatamutuallyconvenienttime.IntheAutumnandSpringtermsweoffertheopportunityforparentstomeetwiththeirchild’sFormTeacherinthePre-Prep.ReceptionhaveanadditionalParents’MeetingsintheSummertermtoallowparentstodiscusstheirchild’sprogressagainsttheEarlyLearningGoalsandAssessmentscalesshouldtheywishto.InthePrep,Parents’MeetingstakeplaceinOctober/November(Years3&4–Pastoral,Years5&6–Academic:CoreSubjects),March(Years3&4–Academic)andJune(Year5–Academic).Parentsreceiveareportontheirchild’sprogressandeffort/achievementattheendoftheAutumnandSummerterms.Theyareimportanttopublicrelationsandmotivation,andthereforemustbepresentableandaccurate.TheHeadmasterarrangestheschedulesoastodelayreportsaslongaspossibleyetallowjustenoughtimefortheHeadmastertoreadeveryreportandforanysubsequentcorrections.Reportsarecomputerised.Thecommentshouldbebriefandconveyaclearmessage.Theaimistoguideandmotivate.FormTeachers,DeputyHeadAcademicandHeadofPre-PrepcheckforerrorsbeforepassingtotheHeadmaster.Timeisverytight;therefore,itisessentialtomeetdeadlines.Gradesheetsareissuedhalf-termlyforyears4and5.Year6receiveexamresultsintheAutumntermandYear3onlyreceiveeffortgradesattheendoftheirfirsthalfterm.Thesegradesandeffortmarksfollowthesameformulaasthegradesonwrittenreports.Pleaseseethetablebelowforanexplanation.Attainment EffortA Excellent 1 ExcellentB Good 2 GoodC Satisfactory 3 InconsistentD Belowstandard 4 CauseforconcernThesegradesshouldbebasedonacombinationofformativeandsummativeassessmentsaswellasanoverallviewoftheirprogressandachievementovertherelevanttimeperiod.Plusorminusgradescanbeusedtogivemoredetail,ascancombinationsofeffortgrades(eg.A+1/2).PrinciplesofMarkingWeaimtomarkpositivelywheneverpossibletoenhanceself-esteemandconfidence.Childrenareencouragedtoreadthroughtheirworkbeforepresentingittobemarked,asastrategytodevelopself-reflectionandself-evaluation,againstthesharedlearning


objectives/criteria.Inessence,ouraimsformarkingareasfollows:

• todefinenextstepsforlearning;• topromotereflectionbypupilsontheirprogress;• toinformfutureplanning.

Ifmarkingistobeeffectiveandofvaluebothtoourselvesandthechild,itisimportantthatwebothhaveaparticipatingparttoplayinit;markingshouldbeadialogue,notamonologue.Ifthechildisnotinvolvedfromthestart,thechancesarethatthetimewespendinmarkingtheirworkiswasted.Itisimportantthatwhenwecometomarkwork,wedemonstrateconsistencybymarkingforthetaskthatwasset.Markingshouldbesensitivetotheabilitiesoftheindividualandtheircapacitytobenefitfromit.Itshouldbalancethedesiretoimprovewiththeneedtoencourage.Ifwehavespentconsiderabletimeinmarking,thenthehandingbackofworkiswhereourpreparationsarefulfilled.Thechildrenmustbegiventimetoreadourmarkingandbeencouragedtorespondtoit.Thisresponsemaybewrittenorverbal,individualoragroupactivity,butifweaskaquestion,thepupilsshouldgetusedtoreplying.MarkingScheme:ReceptiontoYear6(WrittenWork)Correctionoferrorsinachild’sworkisobviouslyattheteacher’sdiscretion,butwherecorrectionsaremade,theyshouldbeappropriatetothelearningtaskandthepupils’ageandability.HamptonPre-PrepandPrepSchoolSchoolMarkingPolicy

P Punctuation// NewParagraph. FullStopCL CapitalLetterSP SpellingMistakeVF VerbalFeedbackU UnaidedWorkS SomeSupportGiven

PresentationGuidelinesPrideinahighstandardofpresentationforalltypesofworkisencouragedandrewarded.Thefollowingguidelinesforpresentationarepartofthewholeschoolmarkingpolicy.Itisnotpossibletooutlinemarkingstrategieswithoutfirstsettingdowntheguidelinesforthewaythechildrenshouldpresenttheirwork.AtHamptonPre-PrepandPrepSchool,thechildrenareexpectedtoworktoahighstandardandemphasisisplacedonsettingoutworkneatlyandcorrectly.Throughout,thereiscontinuityandprogressionintermsofmarkingandpresentation.Thisisespeciallysointhecaseofpresentation,asthebasicskillslearntinReceptionarebuiltuponandreinforcedinlateryears.Therearecertainstrategiescommontopresentationandmarking.Materialsofthehighestqualityareused.Loosepaperisalwayscutonacutter.Childrendonotwriteanythingonthecoversoftheirexercisebooks,therewillonlybetheirnameandsubject.Somesubjectexercisebooks,however,maybedecoratedwithappropriatepicturesatthebeginningoftheacademicyearasdirectedbymembersofstaff.Staffwritelegibly,


andappropriatelyfortheparticularyeargroup,ontheblackboard/whiteboardandonworksheets.PresentationGuidelineforthePre-PrepDepartment

KindergartenPresentation:Childrenworkonplainpaper.Workiscompletedinarangeofmaterials–pencil,crayonsandfelttippens.Marking:Markingassuchdoesnottakeplace,asitisfeltthatthechildrenaretooyoungandneedinsteadapersonalpositivecommentgivenorallytoraiseself-esteem.ReceptionPresentation:Childrenworkinplainbooksandtheteacherdrawsthelines(asappropriateforindividuals).Workisalwaysinpencil.Childrenoccasionallyuseerasers.TheteacherdatesworkinMathematicsusingtheshortdateformat,forexample18/12/16.Adotinmathematicsisusedtoindicateamistake.Mistakesareworkedthroughtogetherandanewboxisdrawnforthecorrection.TheClassTeacherswriteasetofnumbersattheendoftheworkforthechildtocopyasfurtherpractice.Marking:Workismarkedinpencil,penorfelttip.Stickers,housepointsorstarsareawardedanda‘smileyface’maybedrawnatthebottomofthework.Apersonalpositivecommentisputattheendofthepieceofwork(intheadoptedstyleofhandwriting)orgivenorallytothechild.

Year1Mathematicspresentation:Childrenworkinsquaredbooksorsquaredpaper.Theteacherdatesworkintheshortdateformat,forexample12/12/16.Workisalwaysinpencil.Childrenmayuseerasersaccordingtotheteacher’sdiscretion.Titlesandsentenceanswersarewrittenintheusualhandwritingstyle,notoneletterpersquare.Marking:Workismarkedinpencilorpenandcorrectanswersareticked.Ifananswerisincorrect,theteacherwillputacirclearoundtheanswerandputa‘c’nexttoit,thentheincorrectanswerisrubbedoutbytheteacher.Thechildhasanotherattempt.Whenthechildhaswrittenthecorrectanswer,atickiswrittennexttothenewanswer.Ifadigitisreversedseveraltimes,thechildpractisesbywritingitoutafewtimesattheendoftheexercise.Apositivecommentisputattheendofthework,writteninourcursivestyleofhandwriting.Stickers,housepoints,starsand‘smileyfaces’maybeawarded.Englishpresentation:Childrenusehalfplainandhalf15mmlinedbooks.Thefollowingdateformatisused,forexample3rdJan.Workisalwaysinpencilandthechildrenuseerasersatthediscretionoftheteacher.Marking:Workingismarkedinpenorpencilandanswersareticked.Positivecommentsarewritteninouradoptedstyleofhandwritingandstars,housepoints,stickersor‘smileyfaces’maybegiven.


Incorrectlyformedletters/joinsareoccasionallyrewrittenbytheteacherattheendofworkandthechildpractisestheseafewtimes.Infreewriting,wordsaresometimescorrectedorallywiththechild,whoisthensometimesaskedtopractisewritingthewordtwiceattheendofthework.

Year2Mathematicspresentation:Childrenworkinsquaredbooksorsquaredpaper(1cmx1cm).Workisalwaysinpencilandmistakescrossedoutwithasingleline,orerasersmaybeusedattheteacher’sdiscretion.ThechildrendatetheirownworkinMathematicsusingtheshortdateformat,forexample18.01.16.(NBDotsareusedatthisstagetoavoidconfusionwiththe/lookinglikeanumber.)Marking:Workismarkedinpencilorpenandanswersareticked/crossed/commentedonasappropriate.Correctionsarecompleted,tothesatisfactionoftheteacher,beforethenextpieceofworkisstarted;correctedanswersmarkedwithatick.Ifadigitisreversedseveraltimes,thechildshouldbegivenspecificpracticeinformingthatdigit.Apersonalcommentshouldbeputattheendofthepieceofworkandstickers,housepoints,starsor‘smileyfaces’maybeawarded.Englishpresentation:Childrenuse15mmlinedpaperandworkonlyinpencil.Erasersmaybeusedunderteachersupervision,orbytheteacherforthechild.Thelongdateisused,forexampleWednesday3rdJanuary.Marking:Workismarkedinpencilorpenand,ifappropriateanswersareticked/crossedorcommentedupon.Positivepersonalcommentsarewritteninastylethatisclearlyunderstandabletothechild.Stars,housepoints,stickersand‘smileyfaces’maybegiven.Letterswritteninthewrongpositiononalinearecorrectedoverthechild’sattempt.Theteacherwritesincorrectlyformedlettersorjoinsattheendofthepieceofwork.Theteacheroverwriteslowercaselettersatthestartofasentenceincapitals,teacherunderlinesthewordandwritesthewordcorrectlyabove.Ifafullstopismissing,itisinsertedcorrectlyandacircleplacedaroundit.Infreewriting,misspeltwords,whichtheteacherfeelsthechildrenshouldknow,areunderlinedandtheteacherwritesthewordcorrectlyabovethemistake.PresentationGuidelinesforthePrepDepartmentHowtopresentyourworkinYears3and4

1. Useasharppencilforallworkyoucomplete.2. Writethedatenexttothemarginonthetoplineandunderlineusingaruler.Leave

aline.Thetitleshouldthenbewritteninthecentreonthenextlineandunderlined.

3. Alwaysnumberanyquestionsoranswersclearlyinthemargin.

4. Writelabelshorizontallyandclearly,drawinglinesandarrowsusingaruler.

5. Completeanycolouringneatlyusingcolouredpencils.Donotusefelttippensunlessinstructed.


6. Mistakesinpencilshouldberubbedoutusinganeraser.Whenyoustartwritingin

inkpen,mistakesshouldbecrossedoutinpencilusingaruler.

7. Wherethereissufficientspaceleftonapage,ruleoffafteryourlastpieceofworkandstartonthefollowingline.

8. Alwaystakeaprideinyourwork.

HowtopresentyourworkinYears5and6

1. Useasharppencilfordrawing,draftingandworkinyourMathematicsbook.2. Writeinblueinkforneatcopiesandfinaldrafts(excludingMathematics).Donot

useballpointpen.

3. Writethedatenexttothemarginonthetoplineandunderlineusingaruler.Thetitleshouldthenbewritteninthecentreofthenextlineandunderlined.

4. Alwaysnumberanyquestionsoranswersclearlyinthemargin.Leavealine

betweenquestions.

5. Writelabelshorizontallyandclearly,drawinglinesandarrowsusingaruler.

6. Completeanycolouringneatlyusingcolouredpencils.Donotusefelttippensunlessinstructed.

7. Mistakesinpencilshouldberubbedoutusinganeraser.

8. Wherethereissufficientspaceleftonapage,ruleoffafteryourlastpieceofwork

andstartonthefollowingline.

9. Alwaystakeaprideinyourwork.

A3 Curriculum, Teaching, Learning, Assessment and Marking ... · The curriculum is planned carefully, so that there is coherence and full coverage of all aspects of the curriculum

Documents