1. A personalised approach to assessment ‘Teachers’ assessment of pupils’ individual needs and the excellent systems used by the school to support pupils ensures that they are able to make outstanding progress.’ Grendon CE Primary School, OFSTED 2013

3. Assessment reform Schools are free to develop their own curriculum The curriculum must include an assessment system Outcomes must be reported regularly to parents The assessment system must measure: Attainment Progress

4. Information from Ofsted Ofsted do not have any predetermined view as to what specific assessment system a school should use. Inspectors’ main interest will be whether the approach adopted by a school is effective. They will be looking to see that it provides accurate information showing the progress pupils are making. The information should be meaningful for pupils, parents and governors.

5. Assessment Principles Published: April 2014

6. Effective assessment systems: Give reliable information to parents about how their child is performing a. Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents. b. Provide information which is transferable and easily understood c. Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling. d. Are reliable and free from bias. Help drive improvement for pupils and teachers a. Are closely linked to improving the quality of teaching. b. Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives. c. Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time. Make sure the school is keeping up with external best practice a. Are created in consultation with those delivering best practice locally. b. Are created in consideration of, and are benchmarked against, international best practice.

8. Art and Design Key Stage 2 2014 National Curriculum Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials about great artists, architects and designers in history. 4 years of study

10. Geography Skills Teaching and learning EYFS (40-60 months) KS1LKS2UKS2KS3  to name and locate the 7 continents and 5 oceans  to name, locate and identify characteristics of the 4 countries and major cities of the UK and the surrounding seas and other countries around the world, their human and physical characteristics, land-use patterns; and how these have changed over time  to understand the terms latitude, longitude, Equator, N & S Hemisphere, Tropics of Cancer/Capricorn, Arctic/Antarctic Circle and time zones.  to understand geographical similarities and differences between an area in the UK and a contrasting European and non European country  to identify weather patterns in the UK  to identify location of hot and cold areas of the world in relation to the Equator and North and South Poles  to use geographical vocabulary for physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  to describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle  to use geographical vocabulary for human features, including: city, town, village, factory, farm, house, office, port, harbour and shop  to describe and understand human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water  to use world maps, atlases, globes and digital mapping to identify the UK and its countries, as well as the countries, continents and oceans studied including describing their features  to use compass directions (4 points 8 points) and locational and directional language to describe the location of features and routes on a map  to use 4- and 6-figure grid references, symbols and key to build their knowledge of the UK and the wider world  to use aerial photographs to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key  to use simple fieldwork to observe, measure and present the geography of their school and grounds and its key human and physical features, using a range of methods including sketch maps, plans and graphs, and digital technologies. The World  I look closely at similarities and differences in relation to places  Early Learning Goal  I know about similarities and differences in relation to places, objects, materials and living things.  I can talk about how environments might vary from one another.  I can make observations of animals and plants and explain why some things occur, and talk about changes. Locational Knowledge  I can name and locate the world’s seven continents  I can name and locate the world’s five oceans  I can name and locate the four countries and capital cities of the UK  I can name and locate the seas surrounding the UK Place Knowledge  I can talk about physical and human geographical similarities and differences between a small area of the UK and a non- European country Human and Physical Geography  I can identify seasonal and daily weather patterns in the UK  I can locate hot and cold areas of the world in relation to the Equator and North and South poles  I use geographical words for physical features  I can use geographical words for human features Geographical Skills & Fieldwork  I can find the UK and its countries on a map, globe and in an atlas  I can find countries, continents and oceans I have learnt about on a map, globe and in an atlas  I can use the four compass directions: N, S, E and W to describe the location of features and routes on a map  I can use locational and directional language  I can identify landmarks and basic human and physical features on a plan or aerial photograph  I can create a simple map of my own with a simple key  I observe the geography of my school grounds  When out in the local environment, I observe key human and physical features Locational Knowledge  I can name and locate countries I am learning about  I can name and locate major cities in the countries I am learning about  I can locate human and physical characteristics in the countries I am learning about  I can locate land-use patterns in the countries I am learning about  I can name and locate cities of the UK Place Knowledge  I can talk about physical and human geographical similarities and differences between the UK and a European country Human and Physical Geography  I can describe some aspects of physical geography e.g. climate zones; biomes and vegetation belts; rivers; mountains; volcanoes and earthquakes and the water cycle  I can describe some aspects of human geography e.g. types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills & Fieldwork  I can find the UK and its countries using digital mapping and describe features  I can find countries, continents and oceans I have learnt about using digital mapping and describe features  I can use the eight compass directions to describe the location of features and routes on a map  I can read four-figure grid references, symbols and a key on a map  I can make sketch maps of human and physical features in the local area  I can use digital technologies to observe human and physical features in the local area Locational Knowledge  I can name and locate countries of the World  I can name and locate major cities  I can locate human and physical characteristics of countries  I can locate land-use patterns of countries  I can discuss how some key feature and land-use patterns have changed over time  I can correctly use the terms latitude, longitude, Equator, North and South Hemisphere, Topics of Cancer/Capricorn, Arctic/Antarctic Circle and time zones Place Knowledge  I can talk about physical and human geographical similarities and differences between the UK and another country Human and Physical Geography  I can accurately describe some aspects of physical geography e.g. climate zones; biomes and vegetation belts; rivers; mountains; volcanoes and earthquakes and the water cycle  I can accurately describe some aspects of human geography e.g. types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills & Fieldwork  I can find countries, continents and oceans using digital mapping and describe features  I can read six-figure grid references, symbols and a key on a map  I can make plans of the local area showing human and physical features  I can measure human and physical features in the local area and display data in a graphical form Locational Knowledge  I can discuss the location of a country in relation to other countries in the world. Place Knowledge  I can talk about physical and human geographical similarities and differences between two regions in the world Human and Physical Geography  I can accurately describe aspects of physical geography e.g. geological timescales and plate tectonics; rocks, weathering and soils; weather and climate; glaciation, hydrology and coasts  I can accurately describe some aspects of human geography e.g. population and urbanisation; international development; economical activity in the primary, secondary, tertiary and quaternary sectors and the use of natural resources  I can describe how physical and human features interact to influence and change landscapes, environments and the climate.  I can explain how human activity relies on effective functioning of natural systems Geographical Skills & Fieldwork  I can interpret Ordnance Survey maps by using grid references, scales, topological and other thematic mapping and aerial and satellite photographs  I can use GIS to view, analyse and interpret places and data  I can use fieldwork in a contrasting locality to collect analyse and draw conclusions from geographical data using multiple sources 2005 – Hurricane Katrina Research into Hurricane Katrina and the devastation it caused through the states of Louisiana, Mississippi, and Alabama killing at least 1,836 people and causing $81 billion in damage, making it the costliest natural disaster in U.S. history. Children are to research into how hurricanes and tornadoes are formed. Children to present their own weather forecast for 2005, showing the direction of the hurricane and explaining why the hurricane has occurred. What precautions are put in place to minimise the damage and flooding? Look into how human features interact to influence and change landscapes, environments and the climate. (Building dams to help against flooding in the future) Children to create a plan of the local area in New Orleans showing the human and physical features. Use http://www.neworleansonline.com/tools/transportation/maps.ht ml to help. http://www.neworleansonline.com/tools/transportation/maps.ht ml The Mississippi River Following on from flooding, children are to research the Mississippi River. What states does it flow through? How has it been used for trade in the past? Children to work in groups to prepare models to show the features of the river (source, mouth, delta etc…) as well as the different states it runs through and the uses of the Mississippi River in the past.

11. Geography Skills Teaching and learning EYFS (40-60 months) KS1LKS2UKS2KS3  to name and locate the 7 continents and 5 oceans  to name, locate and identify characteristics of the 4 countries and major cities of the UK and the surrounding seas and other countries around the world, their human and physical characteristics, land-use patterns; and how these have changed over time  to understand the terms latitude, longitude, Equator, N & S Hemisphere, Tropics of Cancer/Capricorn, Arctic/Antarctic Circle and time zones.  to understand geographical similarities and differences between an area in the UK and a contrasting European and non European country  to identify weather patterns in the UK  to identify location of hot and cold areas of the world in relation to the Equator and North and South Poles  to use geographical vocabulary for physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  to describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle  to use geographical vocabulary for human features, including: city, town, village, factory, farm, house, office, port, harbour and shop  to describe and understand human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water  to use world maps, atlases, globes and digital mapping to identify the UK and its countries, as well as the countries, continents and oceans studied including describing their features  to use compass directions (4 points 8 points) and locational and directional language to describe the location of features and routes on a map  to use 4- and 6-figure grid references, symbols and key to build their knowledge of the UK and the wider world  to use aerial photographs to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key  to use simple fieldwork to observe, measure and present the geography of their school and grounds and its key human and physical features, using a range of methods including sketch maps, plans and graphs, and digital technologies. The World  I look closely at similarities and differences in relation to places  Early Learning Goal  I know about similarities and differences in relation to places, objects, materials and living things.  I can talk about how environments might vary from one another.  I can make observations of animals and plants and explain why some things occur, and talk about changes. Locational Knowledge  I can name and locate the world’s seven continents  I can name and locate the world’s five oceans  I can name and locate the four countries and capital cities of the UK  I can name and locate the seas surrounding the UK Place Knowledge  I can talk about physical and human geographical similarities and differences between a small area of the UK and a non- European country Human and Physical Geography  I can identify seasonal and daily weather patterns in the UK  I can locate hot and cold areas of the world in relation to the Equator and North and South poles  I use geographical words for physical features  I can use geographical words for human features Geographical Skills & Fieldwork  I can find the UK and its countries on a map, globe and in an atlas  I can find countries, continents and oceans I have learnt about on a map, globe and in an atlas  I can use the four compass directions: N, S, E and W to describe the location of features and routes on a map  I can use locational and directional language  I can identify landmarks and basic human and physical features on a plan or aerial photograph  I can create a simple map of my own with a simple key  I observe the geography of my school grounds  When out in the local environment, I observe key human and physical features Locational Knowledge  I can name and locate countries I am learning about  I can name and locate major cities in the countries I am learning about  I can locate human and physical characteristics in the countries I am learning about  I can locate land-use patterns in the countries I am learning about  I can name and locate cities of the UK Place Knowledge  I can talk about physical and human geographical similarities and differences between the UK and a European country Human and Physical Geography  I can describe some aspects of physical geography e.g. climate zones; biomes and vegetation belts; rivers; mountains; volcanoes and earthquakes and the water cycle  I can describe some aspects of human geography e.g. types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills & Fieldwork  I can find the UK and its countries using digital mapping and describe features  I can find countries, continents and oceans I have learnt about using digital mapping and describe features  I can use the eight compass directions to describe the location of features and routes on a map  I can read four-figure grid references, symbols and a key on a map  I can make sketch maps of human and physical features in the local area  I can use digital technologies to observe human and physical features in the local area Locational Knowledge  I can name and locate countries of the World  I can name and locate major cities  I can locate human and physical characteristics of countries  I can locate land-use patterns of countries  I can discuss how some key feature and land-use patterns have changed over time  I can correctly use the terms latitude, longitude, Equator, North and South Hemisphere, Topics of Cancer/Capricorn, Arctic/Antarctic Circle and time zones Place Knowledge  I can talk about physical and human geographical similarities and differences between the UK and another country Human and Physical Geography  I can accurately describe some aspects of physical geography e.g. climate zones; biomes and vegetation belts; rivers; mountains; volcanoes and earthquakes and the water cycle  I can accurately describe some aspects of human geography e.g. types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills & Fieldwork  I can find countries, continents and oceans using digital mapping and describe features  I can read six-figure grid references, symbols and a key on a map  I can make plans of the local area showing human and physical features  I can measure human and physical features in the local area and display data in a graphical form Locational Knowledge  I can discuss the location of a country in relation to other countries in the world. Place Knowledge  I can talk about physical and human geographical similarities and differences between two regions in the world Human and Physical Geography  I can accurately describe aspects of physical geography e.g. geological timescales and plate tectonics; rocks, weathering and soils; weather and climate; glaciation, hydrology and coasts  I can accurately describe some aspects of human geography e.g. population and urbanisation; international development; economical activity in the primary, secondary, tertiary and quaternary sectors and the use of natural resources  I can describe how physical and human features interact to influence and change landscapes, environments and the climate.  I can explain how human activity relies on effective functioning of natural systems Geographical Skills & Fieldwork  I can interpret Ordnance Survey maps by using grid references, scales, topological and other thematic mapping and aerial and satellite photographs  I can use GIS to view, analyse and interpret places and data  I can use fieldwork in a contrasting locality to collect analyse and draw conclusions from geographical data using multiple sources 2005 – Hurricane Katrina Research into Hurricane Katrina and the devastation it caused through the states of Louisiana, Mississippi, and Alabama killing at least 1,836 people and causing $81 billion in damage, making it the costliest natural disaster in U.S. history. Children are to research into how hurricanes and tornadoes are formed. Children to present their own weather forecast for 2005, showing the direction of the hurricane and explaining why the hurricane has occurred. What precautions are put in place to minimise the damage and flooding? Look into how human features interact to influence and change landscapes, environments and the climate. (Building dams to help against flooding in the future) Children to create a plan of the local area in New Orleans showing the human and physical features. Use http://www.neworleansonline.com/tools/transportation/maps.ht ml to help. http://www.neworleansonline.com/tools/transportation/maps.ht ml The Mississippi River Following on from flooding, children are to research the Mississippi River. What states does it flow through? How has it been used for trade in the past? Children to work in groups to prepare models to show the features of the river (source, mouth, delta etc…) as well as the different states it runs through and the uses of the Mississippi River in the past.

12. Skills spreadsheets created for: All subjects All strands All phases Using exactly the same language as on medium and short term planning Statements are dated by the class teacher when a pupil has demonstrated a secure understanding of the skill Key: Key Stage 1 Lower Key Stage 2 Upper Key Stage 2 Key Stage 3

14. Child A Child B Child C Child A has achieved 100% of KS1 statementsScore = 100 Child B has achieved 73% of KS1 statementsScore = 73 Child C has achieved 100% of KS1 and 17% of LKS2 statements Score = 117 %

19. 117 110 111

20. Assessment system built around an engaging and highly creative, school designed curriculum framework Highly informative, manageable and rigorous assessment process Transparent audit trail for accountability and simple triangulation Language of assessment is consistent throughout and child friendly Regular opportunities to report pupils’ achievement to parents Pupils easily articulate their successes and areas for development Pupil Profiles are unique to each pupil Simple system to measure attainment and progress over time

21. Achievement Throughout the school, high standards are evident in all subjects, and the school’s strong monitoring systems show that pupils’ progress is similar in every subject. Disabled pupils and those who have special educational needs or who are supported by pupil premium funding make similar progress to their peers because their needs are carefully assessed and work is well matched to their requirements, through judicious use of the school’s pupil profile system Excellent information provided to parents and the responsiveness and availability of the school’s teachers and leaders enables well-matched provision to be developed to support pupils’ achievement. Quality of Teaching The majority of the teaching is outstanding and it is never less than good. The same high standard is achieved in all key stages. Work is well-matched to pupils’ abilities in every lesson and teachers know the levels achieved by pupils in their classes and groups well. This is because there are very strong systems for assessment of learning, for example the pupil profile. Leadership & Management The implementation of the global curriculum, the high quality of assessments within the pupils’ individual progress files, and the careful match of additional support to help all pupils progress well has led to rapid rises in achievement