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Coppice Valley Primary School

Respect, Pride, Choice

Assessment and Evaluation

"For teachers, as for students, the most effective evaluation comes from someone who sits beside us and helps us grow."                 Carol Ann Tomlinson, Educational Leadership,  November 2012

Who is assessed at Coppice Valley?

At Coppice Valley we evaluate our children and ourselves, so we can all grow together. We teach our pupils how to evaluate themselves and others, using Growth Mindset principles. We encourage our staff to be reflective and self-improving too, individually and in collegiate teams.


We have developed a School Self-Evaluation Calendar to provide a structure for our assessments and evaluation. This schedules a progression of monitoring and evaluation events throughout the year that support staff in evaluating their pupils and their own performance. For example, colleagues support each other with regular pupil work scrutinies, pupil progress surgeries, lesson study groups and moderation meetings. Frequent opportunities for evaluative collaboration between staff impacts positively on pupil progress as teachers share their assessment expertise and work together to agree on assessment judgements for pupils. Every ten weeks there is a summative data collection, analysis and resulting action planning.


Leaders support staff by providing feedback from learning walks and designing bespoke professional development staff meetings to address their learning needs. All staff are involved in the self evaluation of the whole school as leaders value their contributions and transparency about strengths and areas for improvement is critical to successful school development. Governors provide leaders with important challenge to help us reflect on our own impact.


What our pupils tell us about their experiences at school form a vital part of our self-evaluation. Leaders talk to pupils every week about their school experience informally during learning walks. More formal "Q&A with the senior leaders" happen monthly with groups of pupils, whereby pupils can ask leaders about the running of the school and leaders can find out more about the impact of our decisions and curriculum on the pupils.


How are pupils assessed?

1. Daily verbal or written feedback from interactions with staff or their peers. From these, pupils learn what their next small steps are for learning.

2. Week to week- Class track (our learning objective tracking software) is used to record information on pupil performance against objectives. Class track analysis reports are used by teachers to inform planning and action plans.

3. Termly summative assessments – standardised test papers are used to test pupil knowledge and skills only in Years 2 (because it is the end of key stage 1), Year 4 (end of lower key stage 2) and Year 6 (end of upper key stage 2). Using just formal tests to assess our pupils gives us a very limited understanding of what they can do, which is why we use teacher moderation of pupils' work to supplement our evaluations. Teacher assessment is used in all year groups. All year groups report an assessment grade on the school's own assessment tracking system three times a year.

4. Phase Team Moderation of reading, writing and maths occurs on a regular basis throughout the year to ensure staff knowledge and confidence in assessment judgements. Teachers create a portfolio of work to exemplify levels of achievement and to assist them in making teaching assessments. Staff moderate with other schools to verify their judgements.

5. Thorough analysis of the above range of assessment data informs teaching and learning plans for the next term, plus a class action plan for targeting different groups of pupils who need additional work.