Assessing Pupil Progress


Assessment is part of our daily classroom practice; teachers are constantly reviewing and evaluating your child’s progress, year upon year, through national curriculum content. Daily teaching focuses on age related content in each year group. Rather than moving children on to content in the year group above, once children are confident with age related content they are taught and challenged to achieve a deeper and wider knowledge; truly mastering their understanding of a subject, concept or skill. This deeper and wider understanding is described as ‘Greater Depth’ or ‘Mastery’. The aim of this approach is to allow all children to access age related content and build a robust, secure and deep understanding of what they have been taught before moving on. Furthermore, it also helps ensure gaps don't appear in their knowledge and understanding.

Assessment Outcomes

Children in Year 6 undertake an end of KS2 statutory assessments (SATs) in Reading, Mathematics and Spelling, Punctuation and Grammar. The outcome of each test is published as a scaled score. In 2016 the scaled score ranged from 80 to 120. A scaled score of 100 represents the national standard for end of primary education. Therefore, a scaled score below 100 is below the new primary standard and a scaled score above 100 is above the new national standard. Outcomes in writing are decided upon via teacher assessment. At the end of Year 6 attainment in writing and science is reported using one of four descriptors: pre expected standard (below); working towards the expected standard; meeting the expected standard; working at greater depth within the expected standard.

Children in Year 2 are statutorily assessed at the end of KS1 via teacher assessment in Reading, Mathematics, Writing and Spelling Punctuation and Grammar and Science. The teacher assessment Is decided upon after careful consideration of the child’s work throughout the year, alongside outcomes from SAT tests in Reading, Mathematics and Spelling, Punctuation and Grammar. Outcomes are reported to parents using one of four descriptors: below the expected standard; working towards the expected standard; meeting the expected standard; working at greater depth within the expected standard.

Assessment outcomes for children in Years 1,3,4 and 5 are also decided upon via ongoing teacher assessment. As indicated above, this teacher assessment brings together teacher observations, pupil work and test outcomes.

Periodically, during the academic year, your child’s attainment and progress is shared formally with you at a parents’ evening or via reports. Four descriptors, mirroring the terminology used by the Department of Education for new statutory assessments, are used describe attainment and progress against age related expectations:
  • ‘Below’: your child is currently working below age related expectations.
  • ‘Working Towards’: your child is currently developing age related expectations.
  • ‘Meeting’: your child is currently meeting age related expectations.
  • ‘Greater Depth’: your child is currently meeting age related expectations in greater depth.
To illustrate and explain each assessment Stage we are using the ‘Rising Stars Assessment Framework’. Click on the relevant Excel documents to see how each Stage for Reading, Writing and Mathematics develops.  
Enhancing this curriculum, throughout the course of each school year, are regular field excursions and residential trips to regional galleries, local attractions and places of interest such as Bede’s World, Beamish Museum and Hadrian’s Wall. Children in Year 6 attend a residential trip to Robin Wood in the Tyne Valley.

Please find the document below for an overview of the Curriculum