Maths lessons at NJA are split into a 40 minute and a 30 minute session with a 15-minute break between. This is to enable teachers to effectively use AFL strategies to determine whether children need support to achieve ARE through a focus group as a ’same day intervention’ or whether children are ready for the next stage of challenge. Marking during the break and the use of a ‘traffic light’ system informs the teachers of children’s next steps.
Teachers use assessment for learning to inform their planning, adjust provision during lessons and provide the optimum level of challenge. The development of in-depth question-level analyses of cohorts, classes, context groups and individual pupils, due to take place 3 times a year, will allow teachers to focus their teaching even more effectively.
Summative assessment allows leaders to plan strategically for the best possible outcomes and hold teachers to account for the progress made in their classes. It also allows teachers to easily identify pupils at risk of not making good progress during their time at Normanton Junior Academy and plan for different or additional provision if necessary. Standardised PUMA assessments are used throughout school to underpin teacher assessments to provide a level of consistency across school.
Fortnightly assertive mentoring tests are used to track progress against the National Curriculum Objectives. These are used to inform assertive mentoring meetings, where children discuss their progress and targets one-to-one with their class teacher. Such systems place more ownership of progress upon the children.
Half-termly arithmetic assessments to inform teachers of children’s performance against the Key Performance Indicators (KPIs). Question-level analysis of such assessments are to be used as a tool to measure the effectiveness of arithmetic teaching and areas to develop and improve. Termly ‘Testbase’ arithmetic assessments to be tracked through school by the maths and data leader