Schools are required to develop their own assessment systems to track the progress children in their school are making.  Teachers continually assess children against the National Curriculum expectations, using their findings to plan for progression.

Our pupils are assessed every term, whether it is using teacher assessment or more formal assessment which follow the Ark guidelines. Pupils are assessed in: reading, writing, mathematics and across the breadth of our wider curriuclum. Assessment takes many forms: marking, questioning, work scrutiny, observations and short tests (specifically we use Hodder Pira and Puma assessments). This kind of ongoing assessment is vital at school, as it helps the teacher plan what each child needs to learn next.

Termly progress meetings are then used to moderate teacher judgements, to check children are making good progress and to inform the support we give. Within school we centrally track the progress each child makes. This is updated at least termly and is based on progress towards end of year expectations. We analyse the data each term to ensure children are being supported to reach high standards.

Attainment of the National Curriculum standards and the level of progress made are reported to parents during parent consultation meetings and in the end of year written report. In addition to commenting on progress and attitudes reports will indicate attainment against expected standards using the following categories:

  • Well Below Expectations - working significantly below the end of year expectation
  • Below Expectations - not yet meeting the end of year expectation
  • At Expectations - working at the expected end of year expectation
  • Above Expectations - securely working at expected end of year expectation
  • Well Above (Working at greater depth) - Demonstrating deeper understanding (mastery) of the learning objectives. This is unlike old levels in that children do not move onto new content, rather they achieve a deeper understanding through problem solving and applying their knowledge in a wider range of contexts.


National Assessments

Baseline Reception

Children will be given a short baseline assessment within the first few weeks of starting Reception class, completed by the teacher, to find the individual child's starting point.

End of Year 1

Children take an externally set Phonics Screening Test in June. Children will also be assessed on a regular basis using teacher assessment; you will be informed whether your child has met the required standard in phonics. If they have not met the expected level they will be retested in Year 2.

End of Year 2 - (End of Key Stage 1)

In May, Year 2 children will be assessed using externally set tests; these will be marked internally by the teacher. The tests cover mathematics, reading and writing. The writing assessment also covers spelling, punctuation and grammar. Instead of a level, children will be given a scaled score which will be out of 100, where 100 is the standard for that stage. These tests are used to validate the school’s teacher assessments in these areas.

End of Year 6 - (End of Key Stage 2)

Children will sit National Tests in May; these cover mathematics, reading and grammar, spelling and punctuation. Writing assessments continue to be based on ongoing teacher assessment; moderated locally. The tests will be externally set and externally marked. The format and level of challenge has changed. There is no longer a separate Level 6 paper. Children will no longer be given a level instead their raw scores in the tests are converted to a scaled score, where 100 is the standard for that stage.


Information for Parents on assessment

Parent guide on a child's end of year Reception Report.pdf

Y2 SATS.pptx