We are justly proud of our pupil’s academic success and maintain a rigorous range of external and in-house assessment strategies to ensure progress is monitored.
BASE assessment is used at entry to the Reception year to provide an insight that can be acted upon to support the development of each child. Used again at the end of the same year, detailed reports demonstrate the progress that a child has made. It covers early literacy, early numeracy, communication & language and Personal, Social & Emotional development.
InCAS (Years 1 – 6)
We use InCAS as a consistent and independent baseline: it provides a stable measure of progress.
InCAS is a computer-adaptive assessment that measures progress in key developmental areas, identifying strengths and weaknesses allowing us to tailor learning. This data informs and supports teaching and learning. These tests are held at the beginning of the academic year. In each module pupils see items appropriate for their age and ability.
The whole school results are presented in a graph format with the performance of each year group represented as a box and whisker against a line representing the national expectation. Below are our recent results.
Word Recognition: The pupil hears a high or medium frequency word, which includes a sentence to put it in context. They must then select the target word from a choice of five words on screen
Word Decoding: The pupil hears a nonsense or unfamiliar word. They must then select the target word from a choice of five words on screen.
Click here for whole school reading results
The pupil reads through a passage and, when given a choice of three words, must select the word that fits into the sentence most appropriately.
Click here for whole school comprehension results
The pupil hears a word, which includes a sentence to put it in context. They then use the onscreen keyboard to select the correct letters for the target word.
Click here for whole school spelling results
Number 1: This covers counting, informal arithmetic, partitioning and place value, fractions and decimals. The questions are non-curriculum based.
Number 2: This covers sorting, patterns, formal arithmetic, problem solving and algebra. The questions are non-curriculum based.
Measures, Shape and Space.
Click here for whole school general maths results
Assesses the pupil’s ability to process numerical operations quickly and accurately.
Click here for whole school mental arithmetic results
GL Assessment (NFER) papers (Years 1 – 6)
GL Assessment papers provide us with a nationally recognised standard against which we can compare our pupils’ level of attainment.
Pupils sit the following tests in the Summer term: Progress Tests in English and Maths with additional papers in Mental Maths, Spelling, Reading (vocabulary), Verbal and Non Verbal Reasoning and Cognitive Ability tests (Year 5 only). These tests are marked externally, with the results published in the child’s end of year report. An additional paper in Creative Writing is taken and marked internally.
The child’s raw score is converted into a standardised score dependant on the age at which the test was sat. The standardised scores are then banded 70 – 85 Below Average, 85 -115 Average, 120 -129 Above Average and 130+ Well Above Average. It should be noted that these scores reflect the national average, not the Ashton House School average, which is usually higher.