Mildmay Junior School

With a Resource Base for Hearing Impaired Children


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We believe that effective assessment provides information to improve teaching and learning. To do this at Mildmay Junior School, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning.


Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim (i.e. to close the gap in their knowledge).


Assessment of learning (summative assessment) involves judging pupils' performance against national standards. Teachers may make these judgements at the end of a unit of work, of a year, or of a key stage. Test results, too, describe pupil performance, in terms of ARE (Age Related Expectations).


We give our children regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance.


All staff should adhere to the school’s feedback and marking policy where a key focus is the use of Quality marking.