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Assessment Statement

Assessment Statement



We believe that assessment is an integral and essential part of the teaching and learning process. It should encourage pupils to reflect, enquire and persevere, as they strive to be successful learners. Assessment is a tool for teachers to help them plan further learning experiences and is a resource to help pupils become more responsible for their own learning. Sharing assessment information with parents/carers enables the partnership between home and school to focus on supporting children with aspects of learning where they are less confident and to broaden their understanding in areas of strength. Assessment is a continuous process which occurs during every lesson of every day. Methods used to assess learning include: teacher feedback (which may be verbal or written), self and peer assessment opportunities, pupil conferencing and specific assessment tasks.

At specified points during primary education, schools are required to complete particular assessments and report the outcomes to the Department for Education (DfE); this is a statutory requirement. The following assessments are required:

  • EYFS Assessment – throughout their time in Nursery and Reception, children’s development is monitored in the areas of: communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding the world, expressive arts and design. At the end of the Reception year, outcomes in each of these areas are assessed and recorded for each child against the age related expectations. Assessment outcomes are reported to parents/carers and submitted to the DfE.


  • Year 1 Phonics Check – During Reception and Key Stage1 children are explicitly and systematically taught phonics sounds, grapheme correspondence, blending and segmenting in order to support their development as readers and writers. Near the end of Year 1, children complete a phonics check to determine the security of their phonetic skills. A check of 40 words is administered with each child. The check includes some real words and some made up words, as it is testing phonics skills rather than contextual understanding. Outcomes are reported to parents/carers and submitted to the DfE.


  • Year 2 Statutory Assessments (SATs) – At the end of Key Stage 1 (KS1), children complete a series of tests in Reading, Spelling and Maths; these are usually undertaken in small groups as part of the usual class programme. Results from the tests are considered alongside the teacher’s ongoing assessment to determine an overall judgement of whether the child is learning at expected age related expectations. Writing is assessed by teachers using the portfolio of text created over the course of the year. Outcomes are reported to parents/carers and submitted to the DfE.



  • Year 6 Statutory Assessments (SATs) –At the end of Key Stage 2 (KS2) children complete a series of tests in: Reading; Spelling, Grammar and Punctuation; Maths (arithmetic and reasoning papers). The tests are more formal than those at KS1 as they are stand alone assessments rather than as an informer for teacher assessment and are administered according to a national timetable. Tests are marked externally. Results are converted to a scaled score which is used to determine whether a child has achieved the expected standard for their age group. Writing is assessed by teachers using the portfolio of text created over the course of the year. Additionally, pupils’ progress is measured from their outcomes at KS1. Outcomes are reported to parents/carers and submitted to the DfE.


We value the partnership between home and school and recognise the vital role your support at home plays in securing knowledge and practising skills. For this reason, we set tasks for children to complete at home which include:

  • Daily reading

  • Daily practise of mathematical skills especially number bonds and times tables

  • Daily practise of word recognition and spelling

We also provide opportunities to develop children’s learning more broadly by learning a new poem each half term and completing home learning projects which enable you, as parents, to work alongside your child extending their learning about class topics.


Progress and achievement is formally reported to parents through the annual report, which is provided in the Spring term. This report is written in the Spring term in response to parental requests for detailed information about learning and progress while there is still time in the academic year to work on areas where further support is required. Opportunities are also provided during the year to meet personally with your child’s teacher to discuss learning progress – we encourage all parents/carers to attend.