Assessment and Reporting

Assessment at Stanley Avenue School

A wide range of assessment information is gathered both for analysis of individuals, groups and school-wide purposes.  Specific information about the data collected can be found in:

The Portfolio and Assessment Guidelines 2013

>This data is used to:

  • Inform future teaching and learning (Evidence based)
  • Communicate with parents and the BOT
  • Compare with national norms and benchmarks
  • Identify patterns and trends
  • Prioritise target areas for professional learning
  • Inform decision making about resourcing
  • Evaluate programmes

School leaders use specific data to track progress of groups and individuals in order to:

  • Identify strengths and needs
  • Implement professional learning
  • Ensure targets are based upon evidence
  • Allocate teacher time and support staff to areas of highest need
  • Develop shared understandings of expectations
  • Provide a clear direction for the setting of future targets
  • Report to students, staff, the Board of Trustees and the Ministry of Education

Teachers use assessment information to improve student learning by:

  • Identifying learning stages and plan for next steps
  • Grouping according to needs within classroom programmes
  • Planning units of work to target needs and confirm programme choices
  • Reflecting on the teaching and learning and making modifications to teaching practice as a result
  • Making priorities about purchasing resources
  • Identifying areas of continued personal professional learning
  • Seeking support from outside agencies

Students are actively involved in their learning through a range of formative assessment practices:

  • By using co-constructed success criteria to celebrate success and set learning goals (life-long learner)
  • Students use feed forward
  • Self and peer assessment
  • Learning conversations
  • PACT conferences


Stanley Avenue School bases its expectations for student achievement on national curriculum levels, norms, exemplars and expectations. This means that individual students and School wide data are compared to these benchmarks with teachers analysing gaps to identify trends, strengths or areas for future development:

Assessment information is shared with parents regularly through:

  • Sharing Space on the School Web-site
  • Newsletters
  • PACT conferences
  • Student reports
  • Home note books (junior school)
  • Phone calls / conversations

This includes a range of assessment as outlined in the Portfolio and Assessment Guidelines 2013. We are continually striving to enhance communication with parents.

In areas identifying as targets through the school charter, progress reports are made regularly throughout the year with analysis of variance provided at the conclusion of every year. This data focuses on a range of literacy and numeracy information such as:

  • School entry assessment
  • Six year observation survey
  • Peters Spelling
  • Running records / reading age
  • Writing check-list created by the School
  • PAT Mathematics
  • JAM Maths (Junior and Middle Syndicate)
  • IKAN
  • AsTTle reading (Years 4 – 8)
  • Annual school wide GloSS data

These processes and systems assist us in ensuring the values are alive and well and will permeate through all members of our learning community.

Year 1 National Curriculum Standards

Year 2 National Curriculum Standards

Year 3 National Curriculum Standards

Year 4 National Curriculum Standards

Year 5 National Curriculum Standards

Year 6 National Curriculum Standards

Year 7 National Curriculum Standards

Year 8 National Curriculum Standards

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