Page 4 - TRPS Newsletter Volume 6 Issue 19

Editor’s Note

Dear Parents

A

s we approach the close of Term 2, this edition beyond the school, NFER Progress Checks are more ASSESSMENT
of the newsletter places a deliberate spotlight on immediate and curriculum-aligned. They are About NFER:
Assessment Week, underpinned by our structured particularly sensitive to incremental progress,
NFER Progress Checks conducted across Years 1 to 6. capturing small but significant gains in learning that The NFER paper tests form a central pillar of this PROGRESS
These assessments, administered over a carefully may otherwise go unnoticed. Together, both process. Developed through over 75 years of
coordinated timetable, are designed to evaluate assessment systems form a robust framework— assessment research and standardised on tens of
how well pupils are performing against UK national balancing internal responsiveness with external thousands of pupils, they provide robust, curriculum- AND GROWTH
expectations, while also referencing baseline data validation. aligned measures of attainment and progress. Their
from assessments such as CAT4, NGRT, and INCAS. design mirrors the structure and demand of national
Across the school, pupils approached this process We would like to encourage parents to ensure that curriculum tests, helping pupils build familiarity and
with focus and maturity, recognising that the children are present during assessment periods, as confidence while giving the school reliable
purpose of assessment is not simply to test consistency supports the accuracy of our evaluations. benchmarking data. Importantly, the accompanying
knowledge, but to demonstrate understanding and However, it is equally important to stress that these analysis tools allow us to convert raw scores into Assessment is
application. assessments are not competitive, nor are they high- standardised metrics and generate detailed reports,
stakes in nature. They do not define a child’s ability or ensuring that our decisions are evidence-based and not the finish line,
The structure of the Progress Checks reflects both future success. Where a child is absent or unable to pedagogically sound.
rigour and developmental appropriateness. In Years complete a Progress Check, this is not a cause for
1 and 2, pupils engaged with NFER Mathematics and concern. Teachers are able to draw on a wide range but a milestone
Reading assessments, while pupils in Years 3 to 6 of alternative evidence, including classwork, ongoing About OWCS:
completed a broader suite including Reading, formative assessments, guided reading records, on the journey of
Arithmetic, Reasoning, Grammar and Punctuation, writing portfolios, and standardised tools such as Equally important is the use of the Oxford Writing
and Spelling. These were conducted as formal CAT4 and NGRT, to build a complete and reliable Criterion Scale (OWCS), designed and developed by learning—guiding
paper-based assessments within the classroom, picture of each pupil. the renowned English Language expert Ros Wilson,
with clear protocols for administration, timing, and which strengthens our assessment of writing by
support. Importantly, allowances were made for Assessment at The Regent Primary School is therefore providing a clear, progressive framework for every child
pupils with additional needs, ensuring equitable best understood as a continuous and triangulated evaluating pupils’ composition skills. The OWCS
access and a fair testing environment for all. process. Beyond formal testing, daily teaching, enables teachers to assess writing with greater towards greater
questioning, feedback, and low-stakes classroom consistency and depth — focusing on elements such
A key strength of this assessment model lies in the assessments all contribute to our understanding of as composition, organisation, vocabulary, and
precision and reliability of the data it generates. each learner. The Progress Checks simply provide a technical accuracy — while also supporting pupils in confidence and
Through detailed marking schemes and the use of structured checkpoint within this broader system— understanding what high-quality writing looks like at
Standardised Age Scores (SAS), teachers are able to allowing us to validate, refine, and strengthen our each stage of development. Used alongside NFER success.
interpret performance in relation to each child’s teaching approaches in a timely and strategic data, it ensures that our assessment of literacy is not
exact age at the time of testing. This level of manner. only quantitative, but also qualitative, capturing the
standardisation provides a highly accurate and full richness of each child’s writing journey.
sensitive measure of attainment and progress. The Ultimately, what stands out most from this week is not
completion of the Progress Check Cohort Tracker just the data collected, but the attitudes displayed by
further enables leaders and teachers to analyse our pupils. Their resilience, independence, and
trends, identify gaps, and plan targeted commitment to doing their best reflect the core
interventions with a high degree of confidence. values of the school—Respect, Routine, and
Responsibility. We are grateful to our parents for their
It is important to distinguish these termly Progress continued partnership and support, and we look
Checks from the GL Progress Tests undertaken later forward to using these insights to ensure that every
in the academic year. While GL assessments child continues to progress with confidence and MR. AKIN ALUFA
provide external benchmarking and standardised purpose into Term 3. Senior Teacher Academics
comparisons

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