Using effective assessment strategies to improve pupils’ engagement, outcomes and understanding of how they learn.
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Information about the school
Plasmarl Primary School is situated approximately two miles east of Swansea City Centre. There are 230 pupils on roll, including 47 nursery pupils. 25% of pupils speak English as an additional language (EAL). Around 42% of pupils qualify for free school meals and 25% have additional learning needs (ALN).
Context and background to the effective or innovative practice
Following the introduction of Curriculum for Wales, the school agreed that a review of existing assessment processes was needed. The vision was to develop a whole-school approach focusing on individual pupils’ progress.
To implement new curriculum reform guidance on assessment, an ‘assessment tool kit’ was developed to help pupils assess their work in a variety of ways including assessment in, for and of learning. This allows pupils to understand their learning journey, how to further improve their work and understand their next steps.
Description of nature of strategy or activity
Senior leaders created the school’s ‘assessment toolkit’, using their findings from research and enquiry, to improve assessment in and for learning throughout the school. The toolkit supports staff to understand the whole-school approach to pedagogy.
During professional learning opportunities, staff identified the AfL/AiL strategies that best meet the needs of all pupils. Staff agreed on a common language of assessment to ensure consistency throughout the school when pupils reflect on their learning. Staff developed their understanding of how to support pupils to create purposeful success criteria and to consider the processes needed to achieve their learning objective.
Pupils contribute to their learning and suggest ideas for future learning weekly. This significantly increases pupils’ engagement, motivation, and ultimately outcomes. Pupils develop well as independent learners; they explain the contributions they have made and make links with their learning, confidently articulating the skills that they are developing.
Teachers ensure that pupils develop a suitable variety of approaches to their learning, including taking an active role in assessing their own work and that of their peers, using co-constructed success criteria. They use feedback effectively to identify their own next steps in learning. As a result, pupils are motivated to improve their work and understand what and how they are learning.
Older pupils meet with teachers each term to discuss what they are doing well, what their next steps in learning are and what learning will look like for them moving forward. Pupils develop a sound understanding of their strengths and areas for improvement.
What impact has this work had on provision and learners’ standards?
- The assessment toolkit provides a valuable model of assessment for all staff and effectively supports pupils in understanding their learning and the progress they make.
- Effective assessment strategies have led to high levels of pupil progress and engagement in learning.
- Pupils have well-developed assessment skills allowing them to purposefully assess their own and others’ work.
- Pupils develop a broad range of strategies to assess and move their learning forward.
- Pupils value the contributions they make to their learning and talk confidently and enthusiastically about their learning.
- Pupils develop well as independent learners.
How have you shared your good practice?
The school has shared its effective practice with local schools and across the local authority.