Assessing Our Learners
We work hard to ensure that every child leaves us in Year 6 having achieved against age related expectations, and are therefore ready to start secondary school - the next stage of their learning journey. With the government giving freedom to schools as to how they assess progress against age-related expectations, Heron Way has devised its own method - called the Heron Way Flight Path.
The children are assessed using both formative (daily) and summative (set) assessments, which help us understand what steps in learning each child needs to take. Regular tests are used to ensure that a child is on track to meet age-related expectations for the end of that academic year.
The Heron Way assessment system (Flight Path) is a bespoke design and has been created by the school. The Flight Path puts the child at the centre of assessment, empowering the learner to take responsibility for their own attainment and progress. It is intuitive, informative and child friendly. Our system ensures that all learners have a clear understanding of what it is they need to focus on in order to achieve rapid progress, end of year, age related, expectations.
The Flight Path explained
* Each child is given a logbook at the start of every academic year to record progress
* Within it, each lesson objective is turned into a question, asking the children whether or not they are able to do something
* The same lesson objectives are turned into “I Can” statements which the children answer to demonstrate their level of understanding
* The children undertake work relating to the respective “I Can” statement on up to six occasions or “flights”
* Three of these “flights” are self or peer assessed and their teacher assesses three
* When all flights have been completed, the children receive a “route” sticker that they stick into their logbook, this resembles a boarding card
* It may be possible for an objective or “route” to be achieved by demonstrating an understanding or mastery on fewer occasions
When a child has achieved an objective, or route, the teacher will plan opportunities for the child to deepen their understanding by applying it across a number of different contexts.
If a child has not met the objective, further opportunities will be planned by the teacher for the child to demonstrate their understanding and then subsequently apply it across a range of contexts.
Progression terminology explained
The number of objectives that your child “masters” will inform them, you and the class teacher as to how they are progressing against end of year expectations. The following language will be used:
Working Towards: If children are working below age related expectations, previous year group objectives will be used to identify where they are working.
Working Within: If children are working within age related expectations then they are working at the required level of attainment for their age, however, they have not yet achieved all of the objectives outlined in the National Curriculum for their year group.
Achieved: Your child has achieved all of the objectives for their year group. Work is planned to support a deepening of their understanding of these objectives.
All children will start in September, at the beginning of the academic year, ‘Working Towards’ age related expectations. By the end of the first half term, judgments will be made within the above parameters.
Further judgments will also be made in the spring and summer terms. The aim is to build on the progress that your child has made in previous years.