Oakwood Academy pupils





Oakwood’s Assessment Policy Intent
  • Informing classroom practice - curriculum should drive assessment and not the other way round.
  • Cater to the needs of pupils - pupils will have individualised targets based on their starting points and SEND needs.
  • Understood by key stakeholders - New data systems will be easy to understand for all parties involved in discussions about pupil progress and attainment (parents/ carers andoutside agencies)

Please see the Oakwood Assessment Policy on this page

Overview of Assessment Guidelines at Oakwood
  • Summarizes progress across periods of time and allows school to track progress of individuals and groups.
  • Our assessment system is being adapted to include assessments which inform and track very small steps in progress
  • In each subject, pupils follow Programmes of Study (PoS) which link to Oakwood Learning Stages (OLS) and the National Curriculum objectives. Pupil progress is tracked against these Programmes of Study using the language Emerging, Developing, Secure and Mastered.
  • Teachers assess during the lesson and provide constant feedback to learners, assessing as they go along and adapting to the needs of the pupils. 
Programme of Study Tracking (POST)
  • POST consists of National Curriculum content that is tailored to suit the needs of our pupils. POST is different for individual subjects.
  • Curriculum content is reviewed by subjects and organized in the most suitable way for our pupils to access.
‘Oakwood Learning Stages’ (OLS)
  • Based on National Curriculum Programme of Study Year Expectations, where possible.
  • These are not pupils’ year groups but broadly reflect skills, knowledge and content of different year group expectations. eg. OLS1 OLS2
Introducing a new Progression language

Emerging – Developing – Secured

  • Emerging (E): Pupils are rarely able to apply their understanding to a skill, but show some understanding.
  • Developing (D): Pupils begin to apply their understanding, this is usually with the support of a teacher or teaching assistant.
  • Secure (S): Consistently applying a skill correctly and with independence.
Point in Time Assessment (PITA)

Assessment at Key Stage 2 and 3 will be based on teacher’s professional judgements measuring pupil achievement against with their end of year targets.

This will be referred to as Point In Time Assessments (PITA’s). The PITA’s collected each half term will be: -

AT – Above Target

OT – On Target

NT – Near Target

BT – Below Target

NC – Not Counted