Assessment

We make regular assessments of children’s learning, and we use this information to ensure that future planning reflects identified needs. Assessment in the Reception stage of learning is ongoing and is an integral part of the learning and development process.

The staff make systematic observations and assessments of each child’s achievements, interests and learning styles. The observations and assessments are used to identify learning priorities and plan the next stages in the learning experiences for the child. The observations are then matched to the early learning goals and are recorded as part of the learning profiles made for our pupils. 

Reception Baselines

During the children’s first half-term in Reception class, the teacher must conduct the DfE Reception Baseline. This is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with. For more information, please read this leaflet - Information for parents: reception baseline assessment (publishing.service.gov.uk)

Teachers will then use this assessment, alongside a three week transition period of getting to know the children and conducting observations, to inform their learning priorities and know how best to support the every individual child.

Parents receive an annual report that offers brief comments on each child’s progress in each area of learning. It highlights the child’s strengths and development needs and gives details of the child’s general progress. We complete these in June and send them to parents in early July each year.

Understanding Primary Assessment 

If you have a child in Year 2 or Year 6 they will be taking they national curriculum tests; the SATs. They are designed to provide information about how your child is progressing when compared to national averages.

It is important to note that they are not qualifications and do not affect your child's future options in school, but that the results are used to help teachers pitch their lessons at the appropriate level for their classes, with a view to helping children reach their full potential.

In Year 2, two new tests were introduced in 2016: An arithmetic test to check mathematic ability, and an optional test of grammar punctuation and spelling which schools may choose to administer.

In Year 6, the main changes to tests in 206 were: The inclusion of questions to assess new areas of core national curriculum subjects and a new arithmetic test to check your child is progressing with basic mathematic fundementals.

• A scaled score of 100 is the expected standard for KS2 SATs
• In 2017 the average scaled score was 104 in reading, 104 in maths and 106 in grammar, punctuation and spelling