Assessment at Blundeston CEVC Primary School
At Blundeston, we have worked hard to develop a robust assessment system with formal, summative assessments completed termly, using NFER tests. For internal assessments, the school uses a PITA (Point In Time Assessment) scoring system on our tracking system, Pupil Asset, for children in Years 1 to 6 (pupils in Reception are assessed against the Early Learning Goals). At certain points in the year, for specific subjects, teachers’ assessments may be supported by test scores. In instances such as these, data is translated into “scaled scores” which in turn produce an equivalent PITA score. It is important to emphasise that this information is used to support staff’s day-to-day assessments against age-related expectations.
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PITA Score (PITA stands for Point In Time Assessment) |
Score meaning (colours below represent colour coding system of Pupil Asset) |
Age-Related Expectations |
Scaled Scores (internal scaled scores are calculated and weighted differently to SATs scaled scores) |
|
1 |
Significantly Below Expected |
· Is largely or wholly unable to access the National Curriculum (NC), even with heavy personalised support and scaffolding. This may be due to EAL, SEND or significant barriers to learning. · Will undertake different tasks to the rest of the class. |
< 85 |
|
2 |
Well Below Expected |
· Is able to access the NC only with heavy personalised support and scaffolding. This may be due to EAL, SEND or significant barriers to learning. · May be undertaking different tasks to the rest of the cohort. |
85-89 |
|
3 |
Below Expected |
· Is able to access the NC with personalised support. · Has significant gaps in their learning. · Struggles to embed concepts. · Cannot apply their learning independently.
|
90-94 |
|
4 |
Just Below Expected (WTS) |
· Is able to access the national curriculum. · Has some gaps in their learning. · Experiences difficulty in embedding concepts. · Often needs some scaffolding or support. · Often struggles to apply their learning independently. |
95-99 |
|
5 |
Just At Expected (EXS) |
· Is meeting the vast majority of the NC expectations. · Is successful in learning many new concepts. · Is starting to apply their skills independently, but lacks consistency. · May make errors but will usually be able to improve work following feedback and support. · May have some small gaps in learning. |
100-107 |
|
6 |
Securely Expected (EXS) |
· Is meeting all of NC expectations for their year group. · Is usually a successful learner and can demonstrate a good understanding of the objectives taught. · Is usually able to learn new skills and use them accurately and independently. · May make occasional errors in applying their learning in other contexts. |
108-117 |
|
7 |
Above Expected (GDS) |
· Is just exceeding national expectations. · Is almost always successful in understanding the key learning objectives. · Is able to apply their skills, in a range of contexts, making few errors. · Can often explain and justify their ideas. |
118-128 |
|
8 |
Well Above Expected (GDS) |
· Is exceeding national expectations. · Is always successful in understanding the key learning objectives. · Is able to apply their skills, in a range of contexts, making no errors. · Can explain and justify their ideas. |
129-137 |
|
9 |
Significantly Above Expected (GDS) |
· Is significantly exceeding national expectations. · Is always successful in understanding key learning objectives. · Is able to apply their skills in a wide range of contexts, making no errors. · Can clearly explain and justify their ideas. · Demonstrates significant skills and knowledge beyond the curriculum. · Can consistently apply their high level of skills and knowledge to a wide range of contexts. · Can analyse and evaluate their own or other children’s performances effectively. |
138 < |