Assessment at Rushmore
At Rushmore, we place great importance on the quality and value of teacher assessment.
We do so because we believe that teachers are best placed to make judgements on the attainment and the progress of the pupils in their care as they work with them every day and get to know them really well in all domains across the curriculum.
The Early Years
We use on-going profiling of all pupils in Nursery and Reception.
These are contributed to by all key workers through ongoing observations which inform teachers about where children's attainment sits within the development matters brackets and what their next steps should be. At the end of the Reception year teachers assess children against the 'Early Learning Goals'. Each child's 'Early Years Foundation Stage Profile' is then shared with parents. Click here for more information on the Early Learning Goals.
Teacher Assessment Years 1 - 6
We ask teachers to assess whether children in their classes are making progress in the key domains of reading, writing and mathematics every half term based on the children's progress in lessons and as demonstrated in recorded pieces of work.
We also undertake regular assessments of children's Phonic knowledge in years 1, 2 and (for some children) year 3.
Summative Assessment Years 1 - 5
Rushmore has opted to undertake two summative assessments of children's progress and attainment in reading, writing and mathematics; the first will take place early in the Spring term and the second during the second part of the Summer term.
We use NFER tests for these summative assessments. We use the information garnered in these tests alongside on-going teacher assessment to judge children's overall progress and attainment and to inform future provision.
We have a more regular summative assessment schedule of Year 6 pupils than for other year groups and use a variety of materials for this purpose, including previous SATS papers.