Children are continually assessed. Teachers assess children’s work daily, both informally and more formally. Marking gives children clear feedback and challenges to help them improve (see marking and feedback policy). Dialogue between children and teachers happens constantly and teachers are very astute at knowing what the next steps are for children to further their learning.
Formal pupil progress meetings happen once a term. This is where teachers meet with the Head of School and the Deputy Head to review the progress that all children have made that term. Strategies for improving progress are discussed and targets set for the following term. Formal assessments happen in class at the end of each term to enable teachers to see how children perform in Reading, SPAG and Maths tests. As well as this the children complete a short assessment at the end of every RE, Science and Topic unit every term so that teachers can assess the children’s knowledge and understanding in the foundation subjects. The results of these tests, alongside teacher assessment inform the pupil progress meetings.
The Head of School reports to governors at each governing body meeting about the progress children are making and governors ask challenging questions and hold the leadership of the school to account if improvement is needed.
When children start the school in Reception we carry out a baseline assessment within the first 6 weeks of children starting school. It will be an activity based assessment of pupils’ ability in language, communication and literacy and in mathematics. The assessment is age appropriate, lasts approximately 20 minutes and teachers record the results on a laptop, computer or tablet. It will not be used to label or track individual pupils. No numerical score will be shared, and the data will only be used at the end of year 6 to form the school-level progress measure. However, teachers will receive a series of short, narrative statements that tell them how their pupils performed in the assessment at that time. These can be used to inform teaching within the first term.
The new assessment will enable us to create school-level progress measures for primary schools which show the progress pupils make from reception until the end of Key Stage 2 (KS2). The DFE will publish these measures for all-through primaries in the summer of 2027 for the first time. This will be when those pupils who entered reception in autumn 2020 reach the end of KS2.
Towards the end of Year 1, usually in May, the phonics screening check is taken individually by all children in Year 1 in England. It is designed to give teachers and parents information on how your child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.It checks that your child can:
- sound out and blend graphemes in order to read simple words
- read phonically decodable one-syllable and two-syllable words, e.g. cat, sand, windmill
- read a selection of nonsense words which are referred to as pseudo words
At the end of Years 2 and 6 children are assessed nationally. In year 2 the tests are administered by the teacher over a specified period of time. In year 6 the assessments take place during one week in May. These tests are called Standard Assessment Tests (SAT’s). The results of these tests are used by the Department for Education and Ofsted to form a view on how the school is performing.