Half-termly summative diagnostic assessments are used by each class from Year 1 - 6 at the end of each term to identify children not making expected progress. We then have half-termly pupil progress meetings with SLT, class teachers, and the SENCo so that we can assess, discuss, and refine the interventions that are planned and delivered to effectively address gaps.
Members of the SLT conduct termly monitoring to provide an additional method to assess the impact of the learning in each class, and for each child. At Mary Exton, we shape our monitoring as follows:
Planning checks – to monitor coverage of National Curriculum objectives
Book looks – to ensure that the curriculum is being adapted to allow all children to access it
Learning environments – to ensure classroom is supporting children in maths learning (e.g. working walls)
Pupil voice – to establish whether children are developing the appropriate mathematical skills