How we Assess Reading at Walkley

Early Reading

Children are assessed throughout every lesson. Every time, partner work is used the teacher assesses the progress of his/her children. The teacher assesses how children:

•        read the grapheme chart

•        read the green and red word lists

•        decode the ditty/story

•        comprehend the story

Each group leader is requested to keep a register to identify pupils that are absent or pupils that need extra reinforcement of a particular element that has been covered.

Formal assessments are carried out at least every 6 weeks or more frequently by the Reading Manager, 1:1 with each pupil, using the RWI phonic checks (EYFS and KS1 Phonics Programme) and on-going phonic/word knowledge assessment, including alien words. From yellow group onwards, pupils' reading speed is assessed in words per minute. This allows for achieving homogeneity within each group and indicates the correct access point for new entrants. Children fluently reading polysyllabic words including all 44 sounds come off the programme. Pupils’ progress is tracked using the RWI Tracker and children in danger of falling behind are identified.

Current phonics groupings are captured on PiTA grids and data is inputted to SIM’s half termly. This is then inputted on to the Tracker for analysis.

Guided Reading

Each child will be assessed as to whether they have demonstrated their understanding of the reading skill for the session at the planned national curriculum level.  Evidence / responses collected in reading sessions and independent tasks will be used to update against the crucial learning on the PiTA grids, along with any other reading evidence (for example, termly reading assessments, fluency assessments and responses given in shared reading). 

The updated assessments form a point in time assessment (PiTA) that is discussed at Pupil Improvement meetings and in cohort moderation meetings. If a pupil is identified as not on track, they have the need for different approaches or interventions are discussed and implemented by the teaching team with the expectation of moving the child to being ‘on track’.

Reading is monitored through termly subject-leader reviews which consists of learning walks; gathering the pupils voice; scrutiny of planning and assessment sheets as well as pupils’ independent reading activity books.  Additionally, quality assurance happens regularly across the school which gives senior leaders the chance to see and share best practice with reading as well as support staff and offer further training, if needed. 

For more information on assessment in the curriculum see the school Assessment Policy. 

Below are the key objectives forming the crucial learning for children at each year group which are captured on PiTA grids.