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Assessment

Our approach to assessment in Key Stage One and Two

We assess pupil progress and attainment by following the National Curriculum 2014 in respect of age related expectations and end of year outcomes.

How will we achieve this?

  • We will monitor and assess pupil progress through our own internal assessment and moderation processes as well as statutory assessments at the end of Key Stage 1 and 2.
  • Two members of staff are trained as Local Authority moderators and lead our internal processes.
  • We also monitor and assess our pupil’s progress through school to school moderation with a number of primary and secondary schools from the locality.
  • We use the outcomes of the assessments to summarise and analyse attainment and progress for our pupils and classes.
  • Assessment data is used to plan the learning for every pupil in order to ensure they meet or exceed expectations.
  • Teachers and leaders analyse the data across the school to ensure that pupils identified as vulnerable, more able or at particular risk are making appropriate progress and that all pupils are suitably challenged.
  • The information from assessment is communicated to parents and pupils during parent’s evenings and via the pupil’s end of year report.

The End of Year outcomes document contained on our website within each year group page provides the coverage for each year group for Reading, Writing, Maths and Spelling, Grammar and Punctuation (SPAG). This document is used by teachers as an additional tool for planning and is shared with all parents and carers at the start of each academic year.

End of Key Stage assessments

The statutory interim frameworks (available to download below) are used only to make teacher assessment judgements at the end of the key stage following the completion of the Key Stage 1 and 2 curriculum. They are not used to track progress throughout the Key Stages.

• The interim frameworks do not include full coverage of the content of the national curriculum (see End of Year outcomes on Year Group pages for full coverage) and focus on key aspects for assessment. Pupils achieving the different standards within this interim framework will be able to demonstrate a broader range of skills than those being assessed.

• These interim frameworks do not guide individual programmes of study, classroom practice or methodology.

• Teachers base their teacher assessment judgements on a broad range of evidence from across the curriculum for each pupil.

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