Assessment for Learning

At Stone, we believe that the best progress for children happens when they understand the learning process and how to improve. We share success criteria for learning and progress, and all classrooms have visualisers which allow teachers to share excellent examples with their classes.  We encourage children to reflect on their learning and to assess their own and other’s work.

Skills for Life

We track the progress of every child rigorously and set challenging targets for them so that all can succeed. We share these targets and the results of our periodic  assessments with parents, as well as information about next steps in children’s learning. At parent’s evenings, parents receive a copy of their children’s National Curriculum levels and targets for improvement.

Teachers make on-going assessments of children’s learning during lesson times and when marking, and they use this information to plan lessons which best meet the needs of the pupils.  Children are made aware of how they are progressing and given next step targets.

Personalised Learning Time

Every week in Key Stage 2, classes have focused teaching in a key area of English or Mathematics, This target area is identified by teachers so that the teaching is tailored to the individual needs of their class. Extra support is given by focusing teaching assistant support in a particular class, and small group teaching takes place for an hour.

Feedback and Marking

Pupils are very well familiar with our marking key, and the colours used by teachers to indicate success and areas to improve. These are indicated by " Yippee Yellow" (success) and "Green for Growth" (improvement).   In lessons, pupils are given, or help to generate success criteria, or small step targets, to break down the learning objective and to help them to review their progress. Teachers mark to these criteria.  

As teachers, we know that the more immediate the feedback the better, and involve pupils fully in the learning process by enabling them to review their own and each others work against the success criteria (known as self and peer assessment).  Pupils make their improvements in "purple pen" after given feedback by their teacher or a peer, or having reviewed their own work. Working in pairs to improve one person's work during the lesson has been an exciting new development this year, known as " collaborative improvement" All teachers make use of "visualiser stops" to share success and suggest improvements while the lesson is ongoing.