The purpose of assessment

We assess so that:

·           Teachers can assess what children know, understand and can apply to their work.

·           Teachers can plan learning opportunities that reflect the needs of all children.

·           We can identify children who are falling behind and therefore plan support to address their needs.

·           We can identify children exceeding their age related expectations and therefore plan work to extend them further.

·           We can provide parents with information about their child’s learning.

·           We can provide useful data for analysis, whole school planning and accountability.

In all aspects of assessment, children will be taught and assessed against the key skills, knowledge and understanding appropriate for their age as set out in the Primary Curriculum 2014. This is organised into yearly age related expectations (Appendix 1.)

The vast majority of our assessment is formative on-going assessment that involves teachers giving feedback to children that relates to what they have achieved and areas they need to improve on. This kind of marking and feedback should be carried out in line with the Marking policy (Appendix 2). At Robertswood, we recognise that this element of assessment is perhaps the most crucial in enabling progress to take place.

Pupil progress interviews between teachers and their pupils happen once each term The purpose of these meetings is to discuss learning with the children and to establish how they feel they are doing in relation to their learning.  It also provides an opportunity for the teachers to give some face-to-face advice to the children about their learning based upon their progress so far.

Pupil progress meetings between class teachers and members of the Senior Leadership Team happen once each term (half termly for vulnerable pupils). These meetings are to establish how the children are performing in relation to their age related expectations and to find ways to ensure that all children are supported in their learning in a manner that reflects their individual needs. Children that may be in danger of falling behind are also identified; the SLT are then able to discuss how these children might be supported with the teachers to ensure that actions are taken to accelerate the children’s learning.  Likewise, children that are exceeding age related expectations are discussed and extension work put in place as appropriate.

Summative decisions are made about children’s achievement at the end of each term and annually.  These decisions are based upon bodies of the children’s work but also summative assessments such as tests. We recognise that, whilst useful, summative tests only provide a snapshot of performance at any given time. The school uses a range of summative tools as detailed in the Assessment Timetable (Appendix 3). Whole-school assessments take place to ensure consistency of assessment across the school. Moderation of work is completed across year groups and also with other schools to help ensure that our assessment decisions are always objective and accurate.

Communicating with Parents about Learning and Assessment

Parents are given the opportunity to attend parent consultations in the Autumn and Spring terms and receive a more in-depth report at the end of the Summer term. At the parent consultation and In the report, children’s learning is described according to how securely they have learned the curriculum for their age so far that year. There is also a target given for Reading, Writing and Maths. In the summer term, more information is given which details the children’s achievements in all curriculum areas.

End of Year Expectations

In order to ensure that our assessment system is rigorous and consistent across the school we use a system that provides assessment grids containing the learning content for Reading, Writing and Maths for each year group.

Children’s performance is measured against the learning grids for their age, and judgements made based upon how securely they have learned the content given on the grids.

Each year’s grid has steps that describe how secure the pupils are with their age related expectations.  These steps are described as follows:








evidence of a

Secure in many

Secure in most

Secure in all


few aspects of

aspects of the

of the criteria –



the criteria – up

criteria – up to

more than 75%


During the

to about 25% of

about 75%




the criteria





(may be





occasional but





not yet









End of Key Stage

Working towards

Working at

Working at great depth

Children working outside of their Age Related Expectations

Some children may be significantly below their age related expectations because of their SEND. For such pupils it is important to assess their learning using a wider range of tools. This may be different for every child but could include assessment information regarding their spelling or reading age. As with all children, pupils with SEND should be set targets that reflect their individual needs and these can be found on provision maps. Children with SEN are assessed not reaching the expected standard for the end-of-key-stage will be assessed against the criteria set out in the pre KS1 or KS2 working below the standard of the test. If children do not meet this criteria, the they are measured using ‘p’ scales.

The Role of the Governors

Governors have a crucial role in ensuring the school has accurate assessment information for all children. Although Governors will not know individual children’s results, it is essential that governors are aware of how groups of children are performing and the progress they are making. The school will report to the governors termly on progress made in each year group and for each identifiable group of children.

The school will provide thorough and accurate reports and analysis on the performance of children against national expectations at the end of Key Stage 2 and the school must provide robust action plans following each year’s results.

Governors will provide challenge for the school and will meet regularly with subject leads to review progress.

Monitoring the Policy

This policy is designed to ensure that children’s needs are reflected in planning and teaching across the school and that whole school improvement is effective. The policy will be reviewed every two years or sooner in light of changes from the DfE.

  1. Appendix 1 - compilation of end-of-year expectations
  2. Appendix 2 Marking Policy October 2016
  3. Appendix 3 Assessment timetable October 16