Our Philosophy

At Manor Leas Junior Academy we aim to develop life-long, independent learners. Through collaboration and understanding of their ‘next steps’, we aim to broaden every child’s learning skills and increase their depth of understanding in each aspect of the curriculum. With this in mind, we are developing an assessment system that will enable staff to identify gaps and to support their planning in order to provide this type of environment for each child.

Pupils will be immersed in teaching that has a ‘low threshold and a high ceiling’. This means that we will make all lessons accessible to all pupils, while setting challenges for pupils who exceed expectations of that objective. Pupils will have individual targets in English and Maths and will receive diagnostic feedback from teachers through marking and verbally during lessons.

We believe that each child’s education should be personalised and that we should have a more ‘holistic’ view of each child. This means, for example, that we may not assess Maths as a whole subject, but rather break it down to different strands such as number, shape or fractions. We use formative assessment daily to assess pupils in English and Maths as well as the Foundation subjects, in order to identify strengths and weaknesses for each child. Teacher judgements will be moderated within school and through links made with other local schools (this includes schools outside the local authority) in order to reinforce the assessments made.

The National Curriculum sets out expectations at each stage of achievement and it is against these that children’s understanding is measured. The process of assessment enables us, through a well-planned programme, to facilitate positive development to the benefit and progress of all children in our school.

Types of Assessment

1. Formative Assessment (Assessment for Learning)

   • Conducted continuously during lessons.
   • Includes methods such as questioning, live marking, class discussions, quizzes, peer and self-assessments.
   • Purpose: To provide immediate feedback and guide teaching strategies.

2. Summative Assessment (Assessment of Learning)

   • Takes place at the end of a unit, term, or academic year.
   • Includes end-of-unit tests, teacher assessments, and formal assessments.
   • Purpose: To evaluate pupil learning and provide an overview of attainment.

3. Diagnostic Assessment

   • Used when specific learning needs are identified.
   • Includes specialised tests or teacher-designed assessments.
   • Purpose: To pinpoint areas of difficulty and plan interventions.

4. End-of-Key Stage 2 SATs (Standard Assessment Tests)

   • Conducted in May of Year 6.
   • Includes tests in reading, mathematics, and grammar, punctuation, and spelling (GPS), with teacher assessments in writing and science. A standardised score of 100 or greater means that the child is working at the expected standard for their age. 
   • Results provide a national benchmark, helping to gauge individual and school performance.
   • Purpose: To measure how well pupils meet national expectations and support transition to secondary education.

End-of-KS2 SATs: Significance and Approach

End-of-KS2 SATs are designed to evaluate pupils' grasp of the National Curriculum and provide a snapshot of their readiness for the next stage of education. At our school:

• Pupils are supported through a balanced approach, ensuring test preparation does not overshadow holistic learning.
• Parents are informed and involved in the process to understand the purpose and support their child effectively.
• Results are used alongside teacher assessments to create a comprehensive picture of pupil achievement.

Through a robust assessment framework, we ensure that every child at KS2 is supported, celebrated, and prepared for future success.