Outcomes for Pupils
At Thornton we keep a close eye on pupil progress throughout the year and we use an assessment system called Target Tracker to record children's achievements. This programme enables teachers to analyse the gaps in children's learning and plan carefully for the next steps in their learning. It also enables us to put in additional support for children who need an extra bit of support to catch up. Teachers meet with a member of the leadership team every half term to discuss the progress and attainment of children in their class and to identify how the school can help those children who may be falling behind or losing momentum in their learning.
In addition to this on-going assessment there are four statutory assessment points each academic year that the school is required to carry out by the Department for Education.
The Phonics Screening test for Year 1 children was introduced in 2012 for the first time. It is designed to check whether children are making good progress in their early reading development. It is a 1:1 assessment tst carried out by the class teacher in a relaxed way so that children are able to show what they know. If a child does not meet the pass mark (usually 32 out of 40)
All children who do not meet the satisfactory standard in Year 1 Phonics Screening are assessed again in Year 2.
As we no longer have Year 1 children at Thornton we will not be required to administer the Screening test in Year 1 but we will need to carry out the progress check in Year 2 with those children who did not pass the Screen in 2018.
In Year 2, around May time each year, children must take reading and mathematics tests. There are also Grammar Punctuation and Spelling tests that teachers can use . These are not compulsory but we carry them out at Thornton as we believe it helps us to understand your child's strengths and where they need to improve. Teachers use these tests, and their own assessment evidence, to decide on a child's achievement. In writing teachers use their own assessment evidence as there is no test. The National Curriculum objectives for each year group build towards the ‘end of year expectations’ for that year group. This enables children to make progress towards the end goal. If pupils are ‘working at greater depth’ in an area, they are working beyond the year group expectations. If they are ‘emerging’, they are working towards the end of year National Curriculum expectations. If pupils are ‘expected’, they are meeting the end of year expectations.
In Year 6, usually around the second week in May, the Year 6 children take reading, mathematics (arithmetic and reasoning) and Grammar, Punctuation and Spelling tests (GPS). The test papers are externally marked and teachers' assessment evidence is not taken into account, except in writing where there is no test and teachers' evidence is used to judge a child's achievement. The National Curriculum objectives for each year group are broken down into steps that build towards the ‘end of year expectations’ for that year group. This enables children to make progress towards the end goal. If pupils are ‘working at greater depth’ in an area, they are working beyond the year group expectations. If they are ‘emerging’, they are working towards the end of year National Curriculum expectations. If pupils are ‘expected’, they are meeting expectations. for that year group. In the past children have been given levels such as Level 4, which was the expected level for Year 6 however from now on children are assessed 'without levels' and instead they are given a scaled score between 80 and 120, with 100 being the expected level for a Year 6 child and 110+ being 'working at greater depth'.
The report below is produced for Governors and parents each year. We hope you find it helpful. You can also follow the link to the School performance tables to look at the school's performance in comparison to all school's nationally and also similar schools. This is updated in the middle of October each year.