Assessment

We have a rigorous and shared understanding of all aspects of assessment.  Our approach to assessment is at the heart of high quality teaching and learning, inclusive of all abilities, and is used diagnostically for early and accurate identification of pupils' needs, tailored support and intervention.

Our assessment framework for teaching, learning and assessment, recognises and celebrates learning as a journey. The assessment includes short, discrete , qualitative and concrete descriptions of what each pupil is expected to know and be able to do.  We focus on making learning and progress visible through daily conversations and interactions with pupils, that actively promote self/peer evaluation and reflection, looking beyond knowledge and understanding to include skills, attitudes and capabilities.  We combine formative and summative assessments, using evidence accumulated from day to day teaching and learning, to provide rich evidence over time for our assessment judgements.  We ensure assessments are fair, reliable and valid through ongoing internal and external moderation.

Methods for assessment are adapted, to ensure every pupil meets or exceeds expectations, but also so that pupils identified as vulnerable, with SEN or with disabilities are making good progress and are challenged appropriately.

Parents are very welcome in school and we aim to involve them with their children's education as much as possible. Parent consultation meetings take place in the Autumn and Spring term.  In addition to this, parents can also arrange appointments to meet with the class teacher and or the Headteacher. At the end of each year, parents receive rich and detailed academic reports on their child's progress, recognising achievements and identifying next steps in their learning.

Our use of assessment aims to inspire the belief that through greater effort, hard work and practice, more can be achieved.

As the main class practitioner, teachers are best placed to know their children’s attainment and progress. Children are regularly assessed as part of normal practice. In every lesson, teachers make snapshot assessments of the work and learning that the children are completing which is used to inform the direction of lessons both in the short and the long term. Regular feedback is given to children so that they are able to build on previous learning and address any errors or misconceptions from previous learning.

From Year 2 – 6 our approach is rooted in the principles of formative assessment and supported by PiXL’s evidence-informed framework. We use PiXL’s DTTR cycle—Diagnose, Therapy, Test, Revisit - to ensure learning gaps are identified and closed effectively:

1. Diagnose: 3 X Termly PiXL assessments in core subjects provide a clear picture of each child’s strengths and areas for development.
2. Therapy: Targeted interventions address specific gaps identified through Question-Level Analysis (QLA).
3. Test: Follow-up assessments check whether gaps have been closed.
4. Revisit: Skills are revisited and embedded across the curriculum to secure long-term retention.

PiXL’s Language of Assessment categorizes pupils (e.g., Above Expected, Expected, Key Marginal) based on current progress and potential, enabling precise planning and support. This forensic approach aligns with research by Black and Wiliam on formative assessment - using data to inform teaching and improve outcomes.

Additionally, PiXL provides national benchmarking and Implications for Teaching reports, helping us compare performance and refine strategies. This ensures our assessment process is not only rigorous but grounded in theory, promoting mastery and sustained progress.

In Year 1, children are assessed in reading based on the age-appropriate stage they are working at in Read Write Inc.  In Maths, they are teacher assessed against meeting