Monitoring Evaluation and Assessment Policy - Bradford Grammar ...

Bradford Grammar Junior School 

Pupil Monitoring and Evaluation Policy 

Revised Oct 2013 


Monitoring Evaluation and Assessment 

Policy Document

POLICY FOR MONITORING AND EVALUATION 




Revised: for Sept 2011 

At Bradford Grammar Junior School we plan teaching and learning with a view to 

enabling each child to seek the highest level of personal achievement. To ensure 

that this happens monitoring takes place at several levels, to give us useful 

information about how well we are achieving our aims. Monitoring leads to evaluation 

and planned action so that we can continually improve and develop as a school. 

Each year the staff considers how Bradford Grammar Junior School is currently 

performing in each class and goes on to consider each pupil. From this we prioritise 

those areas which are to become targets. Assessment of pupils’ work should be both 

formative and summative and through this assessment of our own information and 

from externally assessed information (CAT and NFER) pupils are discussed and 

then appropriate help and support is administered (see tracking of pupils below). 

Each year in October all pupils who enter the school (from Year 4) are Cognitive 

Ability Tested (CAT) and this provides a baseline standardised score against which 

the yearly NFER (GL Assessments) tests can be checked. The NFER results are 

then linked to the teachers’ performance management (Annual Review) targets and 

each year information, about each pupil, is given to the teachers particularly relating 

to gifted and weaker pupils. The Head and Deputy Head are responsible for 

scrutinising the standardised information and, with the teachers, indicate which 

pupils require highlighting. This is then discussed at staff meetings and the individual 

performance management meetings. 

All pupils will take the NFER (GL Assessment) standardised tests after the internal 

exams in the summer term. The results of these, the internal exams and all the other 

information below will be shared with every teacher and each pupil discussed and 

tracked as to their recent and past performance.




To help us monitor the curriculum and track our pupils we use information from: 

Our own internal assessments 

Examination (Internal) and Test results (external NFER and CAT etc.) 

Class observation 

Regular marking of children’s work 

The scrutiny of pupils’ work 

Attendance 

Admissions 

Behaviour and Attitudes 

Staff Performance Management. 

Specific assessment through special needs co-ordinator using LASS learning 

profile and DST (Dyslexia Screening Test) for learning difficulties. 

Pastorals meetings are held towards the end of the first half term, in autumn, where 

each child is considered and issues are shared amongst staff. 

Annual review targets for teachers are set to identify the more gifted pupils and those 

of a slightly lower ability, in order to extend the more able and support the less able 

pupil. Extra support takes the form of lunchtime sessions, extra work for home (after 

discussions with parents) and in class differentiation. 

Pupil Tracking 

Each autumn and spring term we hold pupil tracking meetings. Here all aspects of 

every pupil are discussed. We include teachers’ marks, end of topic tests, exam 

results, standardised scores (GL Assessments), CAT tests, teachers’ opinions, 

behaviour and attendance. All teachers attend these meetings and contribute to the 

overall picture. From this, a profile of each pupil is discussed and any intervention 

outlined. A tracking sheet is then produced which is located in the shared Mark Book 

area of the network and provided to each teacher of the child. 

All pupils are issued with an English progress book. In it pupils carry out various 

creative writing tasks each half term. The intention is to see pupil progress




throughout the year/s in, punctuation, creativity and handwriting etc. The work will be 

moderated and assessed against a criterion scale. Each year the books will be 

passed on to the pupil’s next teacher. This will then inform the teachers both as to 

the level of attainment of individual pupils and also highlight elements for future 

emphasis. 

We also consider a range of questions: 

Are some parts of the school more effective than others 

How do we know 

Why is it so 

How does achievement compare with achievement in the past 

Is there change over time 

Is there consistency 

The aspects of school that are monitored are: 

Standards of achievement (NFER CAT) over time. 

Quality of teaching / Quality of marking 

Quality of learning 

Behaviour 

Attendance 

Curriculum 

Assessment 

Reporting 

Special Needs 

Management 

Details of the way in which each of these areas, and each curriculum area is 

monitored are set down in individual policies. There is internal monitoring by: 

Headmaster 

Deputy Head 

Junior Management Team (work scrutiny etc.) 

Curriculum Coordinators




 

 

Teachers 

Special needs co-ordinator 

Monitoring is an integral part of the process of curriculum development of Bradford 

Grammar Junior School and a rolling programme of subject review takes place with 

the English and maths curriculum at the forefront. 

Junior School, Junior Management Team 

It is the responsibility of the Head, Deputy Head and Junior Management Team to 

have an overview of the school and of the whole curriculum. This includes all 

aspects of the school. Issues or areas to be focused on are decided at JMT 

meetings. 

For curriculum they look at: 

Breadth 

Balance 

Continuity 

Progression 

Assessment Practices 

Standards and Quality 

Current Initiatives 

Time between subjects and taught time 

Budget 

The outcomes of this monitoring are shared with the whole staff and the 

Governors. Evaluation of the results of monitoring helps to inform future planning. 

JMT/Curriculum Coordinators




Curriculum monitoring is planned and undertaken by the JMT and curriculum 

coordinators. The JMT / Coordinators plan, monitor and evaluate their curriculum 

area. It is their responsibility to set targets and priorities, and to monitor these 

against success criteria. 

The JMT/coordinators: 

 

 

 

 

 

 

 

 

 

 

Examine planning 

Observe teaching 

Examine children’s work with the whole staff 

Talk to children 

Consider test results 

Look at assessment procedures 

Examine records 

Look at timetables 

Monitor progression 

Coordinate exam papers and moderate exams 

All Staff 

All staff have responsibility to ensure that we are fulfilling our school aims. Any areas 

for discussion are brought to the Junior Management Team or to meetings.




The strategy for assessment and monitoring 

Aim – To put into place our Policy for Monitoring and Evaluating by developing a 

successful process of formative assessment of pupils’ achievement to enhance 

learning and improve the rates at which pupils make progress: 

Objectives 

 

 

 

 

 

 

 

 

 

Teachers to know where pupils are in their learning 

Teachers to discuss with learners where they need to go next to improve 

To show learners how to get there and provide them with the necessary 

knowledge skills and understanding to be successful and to make good progress 

For all teachers to use formative assessment to accurately identify each learner’s 

achievement and to ensure that each is making good progress 

To ensure that teaching is effective and that learning is meaningful 

To raise standards 

To support teachers in using assessment to improve and plan provision 

To support individuals learning 

To keep teachers’ workload and record keeping to the minimum necessary. 

Methodology 

1. Day-to-day 

 

 

 

 

 

Peer and self-assessment to be used and encouraged 

Teachers to carry out continuous formative assessment based on their accurate 

observations of the children they teach 

Pupils are involved in the learning process and given quick feedback (see the 

school Marking Policy) 

Targets for improvement should be discussed with pupils 

Praise and rewards should be used to celebrate pupils’ success and to build their 

self confidence and self esteem.




2. Periodic 

 

 

Teachers build a clear profile of learners’ achievement across the curriculum 

Aspects of each pupil are discussed with form teacher and other teachers 

involved (also at the tracking meetings) 

3.Transitional 

 

 

 

 

Formal recognition of learners’ achievements 

Discussions with staff as pupils move to the next year in the school 

Reporting to parents and next stage of education 

Use of external tests or tasks, our own end of topic tests, exams, Entrance 

Exams, NFER and CAT testing etc. 

Assessments will be: 

 

 

 

 

 

 

Accurate 

Fair 

Reliable 

Useful 

Focused 

Continuous 

Outcomes: 

1. Every child 

 

 

 

 

 

 

 

Knows how they are doing 

Understands what they need to do to improve 

Knows how to get there 

Is well supported 

Is motivated to succeed 

Has an understanding of how to improve 

Is given praise and reward to celebrate success and to build self 

confidence and self esteem




 

Completes a pupil evaluation form at Christmas and at the end of the 

summer term 

2. Every Teacher 

 

 

 

Will be equipped to make accurate judgements of pupils’ attainment 

Understands the concepts and principles of progression 

Uses assessment judgements to forward plan 

3. Our School 

 

 

 

Will have structured and systematic assessment systems 

Makes regular and accurate assessments of pupils’ achievement and 

progress 

Tracks learners progress regularly and accurately 

4. Every Parent 

 

 

 

 

Knows how their child is doing (use of diary, Parents Evenings and 

socials, parental visits and teacher telephone calls as required, reports, 

interim reports and pupil self evaluation 

Knows what their child needs to do to improve 

Knows how they can support their child 

Knows how to support teachers 

5. Development of a School Assessment Policy 

We will nominate a member of staff as a specialist in assessment (JXM) 

This teacher will: 

 

 

 

Run and discuss school based moderation 

Train all new staff in assessment 

Develop the school assessment policy

Monitoring Evaluation and Assessment Policy - Bradford Grammar ...

Create successful ePaper yourself

Delete template?

Save as template?