Alverstoke Church of England Junior School
(023) 9258 0450

Hampshire Assessment Phase Model

Alverstoke CE Junior School has implemented the Hampshire Phase Model, produced by members of the English and maths Hampshire Inspection and Advisory Service (HIAS), as our assessment tool. The Hampshire Phase model is split into three key phases – Phase 1 begins in September, Phase 2 in November and Phase 3 in February. The statements in the phases have been mapped out to ensure they build upon one another so progression is clear and robust. With the start of each phase, new statements are introduced and statements from previous phases continue to be built upon.

A Hampshire Phase Model example – Phase 1 for Year 3 for writing:

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It is expected that some children will achieve (master) statements during Phase 1 whilst others will achieve the statements during Phase 2 or 3.  At Alverstoke Junior School we expect that at least 90% of each cohort will achieve all statements by the end of July, thus meeting ‘Age Related Expectations’ (ARE). The Hampshire model provides a structured progression in reading, writing and maths. This enables staff to plan for the new curriculum, for children to work towards, achieve and/or master the ‘Key Performance Indicators’ (KPIs) and statements, thus ensuring that they have the correct foundations to make good progress.

Our Marking and Feedback policy provides details on how we assess children’s performance. The assessment is recorded and tracked using Target Tracker, an on-line assessment tool. The teachers up-date their assessments regularly against statements taught.

– The teacher may assess the child as working towards – the child has been introduced to the learning but requires further support in order to master.

– If a child is able to show their understanding independently without the use of scaffolds, the child has mastered the learning.

– If a children is able to independently apply their learning to different contexts without any recent teaching, the child is now ‘beyond’ and deepening the learning.

 

Below is a screen shot from maths, number and place value on Target Tracker. This is an assessment of a child who is in year 3, therefore, in Band 3.

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This child has mastered the statement ‘count from 0 in multiples of 4; find 10 or 100 more or less than a given number’ (Phase 1) (KPI).

This child is deepening the statement ‘recognise the place value of each digit in a three-digit number (hundreds, tens and ones) (Phase 1) (KPI).

This children is currently working towards ‘identify, represent and estimate numbers using different representations’ (Phase1) This means that the child needs further learning in relation to this statement.

The statements in the year 3 band in black font mean that the statement has yet to be covered.

For a child to be assessed as working towards, mastered or deepening the teacher will use many forms of assessment including questioning and evidence in books. Stickers are stuck into the child’s book to evidence where they have mastered the KPI:

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Milestones

The teacher will undertake summative assessment at three points (milestones) during the school year.

The first milestone assessment takes place in November. The teacher will use their assessments against statements and KPIs in Target Tracker to make informed judgements as to whether each child in their class is currently working towards age-related expectations (3b, 3b+), working at (mastered) – might still be working towards some statements but has mainly achieved and may be deepening in others (3w, 3w+) or working above (deepening) age related expectations – achieved (mastered) all statements with many being deepened – 3s, 3s+.

Further milestones take place in February and April, in-line with the introduction of the next phase. During the summer term, teachers will focus on the statements that the children have not yet achieved or mastered to ensure that they meet Age Related Expectations.

Data recorded in Target Tracker enables staff to monitor the progress of each child, cohorts and groups of learners. From analysing the data, staff can implement relevant interventions and focus their teaching on particular groups of learners who still need to secure their understanding of particular statements.

Reporting to parents

Pupil Progress meetings, to which parents are invited, take place at the end of each phase. The discussion is centred on the statements in the phase which the child is working on, mastered or deepening with guidance to parents as to how they can support at home.

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Alverstoke Church Of England Junior School
The Avenue, Alverstoke, Gosport, Hampshire PO12 2JS.
Telephone (023) 9258 0450 . Click here to email us >

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