Historically children in KS1 and KS2 were given an assessment level to judge their understanding of the curriculum. Parents may recall their older children as being assessed as Level 2 or perhaps a 5b. These levels are no longer used to describe the level of understanding your child shows in English or mathematics.
Instead, children are taught a curriculum, as outlined in the National Curriculum’s Programmes of Study, for which they will be assessed against age-related expectations. Each year group has a number of objectives which will be covered in the academic year. Your child will be assessed against these in reading, writing and mathematics.
Historically children in KS1 and KS2 were given an assessment level to judge their understanding of the curriculum. Parents may recall their older children as being assessed as Level 2 or perhaps a 5b. These levels are no longer used to describe the level of understanding your child shows in English or mathematics.
Instead, children are taught a curriculum, as outlined in the National Curriculum’s Programmes of Study, for which they will be assessed against age-related expectations. Each year group has a number of objectives which will be covered in the academic year. Your child will be assessed against these in reading, writing and mathematics.
What does this mean for you as a parent?
Assessment is ongoing, lesson by lesson/week by week, but we collect assessment data formally three times a year prior to Parent Meetings so that we can update you on the progress your child has made.
At Parent Meetings your child’s class teacher will be able to report to you as to how they are progressing within the ‘age related expectations’.
We will use the same terminology for every year group from Y1 up to Y6:
| Terminology | What does it mean? |
| Working Below | Your child is either working on a previous year’s curriculum or they have just started to access the age related expectations for their year. |
| Working Towards | At this moment in time, your child is accessing the curriculum expected for their age but they are inconsistent in achieving objectives. |
| Working Towards + | Your child often performs well against the curriculum objectives but sometimes requires extra time and support. |
| On Track | If your child is ‘On-Track’ they are comfortably working at age-related expectations. They are able to access most of the curriculum and complete independent work accurately. |
| Greater Depth | Your child is working at Greater depth if they have demonstrated a high ability in a curriculum area. They can apply their knowledge in other curriculum areas and confidently tackle complex activities. |
Testing in School
| Year | Statutory Testing | Internal Assessment |
| Reception | End of year assessment against the Early Learning Goals | Baseline Assessments plus termly assessments |
| Y1 | National Phonics Screening Check | Ongoing teacher assessment plus termly tests |
| Y2 | End of year Standard Assessments (SATs) in Reading, Grammar, Punctuation & Spelling and Mathematics, which are used to inform a final teacher assessment.
In addition, Year 2 pupils will receive a teacher assessment in Writing. |
Ongoing teacher assessment plus termly tests |
| Y3 | None | Ongoing teacher assessment plus termly tests |
| Y4 | None | Ongoing teacher assessment plus termly tests |
| Y5 | None | Ongoing teacher assessment plus termly tests |
| Y6 | End of year Standard Assessments (SATs) in Reading, Grammar, Punctuation & Spelling and Mathematics.
In addition, Year 6 pupils will receive a teacher assessment in Writing. |
Ongoing teacher assessment plus termly tests |
Reporting to Parents
We will continue to report to parents in the usual way – autumn and spring term at Parent Meetings and the Summer term through the annual Pupil Report. For Y1, parents will be advised as to the result of the phonics screening check for their child and Y2 children will be given their Teacher Assessment for the end of KS1.
For children in Y6 the reporting arrangements are different. Each child will be given a Teacher Assessment (record of the standard the child has been working at in class) as well as a national test result. This will be in the form of a score between 80 and 120. A score of 100 is indicative of a child working at the expected standard for their age. Children are graded as Working at Greater Depth if they achieve a score of 110+. Each child will be given a score in three areas – Grammar, Punctuation and Spelling, Reading and Maths.
Early Years – Pre-School and Reception
Children in Pre-School and Reception will continue to be assessed against the Prime and Specific areas of learning in the EYFS profile. Assessments are based on daily activities and events. At the end of Reception, for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:
- Emerging – not yet reached the expected level of development
- Expected – at the expected level of development for their age
- Exceeding – beyond the expected level of development for their age
Less Able Children
Less able children have specific learning plans that will meet their needs. They will be supported to make progress in line with their peers, but they may not, because of their special needs, meet year group objectives. We do, however, have assessment and tracking systems that support, challenge and monitor their progress.
Children who are falling behind
Any child who is working below the age-related expectation is given personalised learning objectives to help them reach their potential. We have intervention groups in place that aim to address difficulties as they arise. Over time, intervention strategies and quality first teaching help children with large gaps to make accelerated progress and being to catch up with their peers.
More Able Children
Children who are assessed as ‘Working at Greater Depth’ are also supported to continue working at the highest standard. We do this through providing children with a rich and stimulating curriculum. Rather than moving on to the next year’s programme of study, children will work on ‘deepening’ their knowledge through the application of skills in different contexts, including solving complex problems.
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