Planning and assessment are integral to successful teaching and learning.  Planning identifies learning objectives and assessment reveals how far children have acquired learning, which in turn determines future planning.

Assessment at Dimple Well Infant School and Nursery is underpinned by the following principles:

  • Meaningful – assessment is only useful if it provides evidence to guide the journey of teaching and learning and in turn, improves outcomes for children.
  • Honest and fair – assessment is inclusive of all abilities, free from bias and an accurate reflection of what the child can/cannot do.
  • Clear – Assessment gives easy to understand information to various stakeholders including children, teachers, school leaders, parents and Governors.
  • Manageable – The frequency of assessment is proportionate and realistic. The time taken to assess should have a commensurate impact on pupil progress.
  • Consistent – Assessment is consistent between classes but can sometimes be varied through subjects or year groups. It is validated through regular internal and external moderation.
  • Ambitious and Motivating – Assessment focuses on celebrating strengths yet remaining rigorous in identifying areas for development. This leads to high expectations of children that are in line with nationally identified standards and motivate children and teachers towards improvement.

Feedback and marking

We know that effective feedback is instrumental in improving outcomes for children.  Dimple Well Infant School and Nursery are in agreement with the Education Endowment Foundation that effective feedback should:

Redirect or refocus either the teacher’s or the learner’s actions to achieve a goal

  • Be specific, accurate and clear
  • Encourage and support further effort
  • Be given sparingly so that it is meaningful
  • Provide specific guidance on how to improve and not just tell pupils when they are wrong

Feedback at Dimple Well takes place in one of three ways:

  • Immediate – at the point of teaching
  • Summary – at the end of lesson or task
  • Review – away from the point of teaching

Wherever possible in lessons, the use of immediate or summary feedback is preferred.