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South View Primary



Assessment complements and assists teaching and learning; it allows teachers to effectively plan, evaluate current practice and understand children’s progress and achievement.

We aim to:

  • Provide clear guidelines on our approach to formative and summative assessment, including the role of feedback and marking.
  • Establish a consistent and coherent approach to recording summative assessment outcomes, feedback, marking and reporting to parents
  • Clearly set out how and when assessment practice will be monitored and evaluated


Our Approach to Assessment

The key purpose of assessment is to support pupils’ progress and attainment.  To do this we use three key types of assessments strategies.

  • Formative Assessment – allows teaching staff to evaluate children’s knowledge and understanding daily, and then tailor teaching accordingly. It enables teachers to identify when pupils are struggling, when they have consolidated learning and when they are ready to progress. This is achieved through –
      • Conversation, discussion and questioning.
      • Observation of learning, activities and work in progress.
      • Work Completed.
  • Summative Assessment – allows teaching staff and school leaders to evaluate progress - the knowledge retained - at the end of a lesson, unit of work, term and academic year. This information also allows teaching staff and school leaders to identify where interventions are required and key foci for future teaching.  This is achieved through -
      • Mental maths tests, spelling tests including parallel spellings at KS2.
      • Formal Termly assessments in Reading (using previous SATs papers (Y2 and 6), KS2 and Y2(when ready) AR STAR reading assessment (September, November, February, May) Rising Star assessments (Y1) and NFER assessments(Y3,4,5)).
      • Moderation of key pieces of writing at least once per half term, at least half of these will be writing from across the wider curriculum.
      • Formal Termly assessments in Maths (using previous SATs papers (Y2 and 6), White Rose (1,3, 4 and 5).
  • Nationally Standardised Summative Assessment - allows the Government to hold schools to account and to provide information on how pupils are performing in comparison to pupils nationally.
      • Early Years Foundation Stage profile.
      • Year 1 Phonics Screening
      • End of Key Stage 1 SATs Papers and Teacher Assessments
        • Reading
        • Maths
        • Spelling, Punctuation and Grammar (SPaG)
        • Phonics Retakes
      • Year 4 Multiplication Tables Check (2021/2022)
      • End of Key Stage 2 SATs Papers and Teacher Assessment for Writing.
        • Reading
        • Maths
        • Spelling, Punctuation and Grammar (SPaG)

National Assessments - 2021/22 academic year

Reception baseline assessment

Schools must complete the reception baseline assessment for each child in the first 6 weeks after they enter reception.

Key stage 1

The key stage 1 tests should be administered during May 2022.

Date Activity
May 2022 Key stage 1 test period
Week commencing Monday 6 June 2022 Phonics screening check week
Key stage 2

The key stage 2 tests are timetabled from Monday 9 May to Thursday 12 May 2022.

Date Activity
Monday 9 May 2022 English grammar, punctuation and spelling papers 1 and 2
Tuesday 10 May 2022 English reading
Wednesday 11 May 2022 Mathematics papers 1 and 2
Thursday 12 May 2022 Mathematics paper 3
Multiplication tables check

Schools should administer the multiplication tables check within the 3-week period from Monday 6 June 2022.

National Assessments 2022/23 academic year

Reception baseline assessment

Schools must complete the reception baseline assessment for each child in the first 6 weeks after they enter reception.

Key stage 1

The key stage 1 tests should be administered during May 2023.

Date Activity
May 2023 Key stage 1 test period
Week commencing Monday 12 June 2023 Phonics screening check week
Key stage 2

The key stage 2 tests are timetabled from Monday 8 May to Thursday 11 May 2023.

Multiplication tables check

Schools should administer the multiplication tables check within the 3-week period from Monday 5 June 2023.

Assessments are agreed upon and shared via the Annual Assessment Timetable, which is linked with the school’s Monitoring and Evaluation procedures.

Collecting and Using Data

Data is used in a variety of ways to support the progress and attainment of all children at South View Community Primary School


Baseline Assessment 21/22

In the academic year 21-22, we will complete End of Year assessments as a baseline to support teaching and learning for the coming year. In the week commencing 13th September, children will:

  • Complete the End of Year Arithmetic assessment for White Rose.  (This will be completed unsupported but can be split as 4 or 5 questions each day rather than in one go for younger/SEN children.)
  • Complete the End of Year Reading assessment for NFER or SATS. (This will be completed unaided but can be split across several days).
  • A piece of completely unaided writing – whole school stimulus –

Target Setting

At the beginning of each academic year, targets are set with all teachers for individual pupils.  Targets are set, for Years 1 to 6, based on previous end of Key Stage Assessments, previous year assessments and professional knowledge of the staff who have worked with the children previously.

Targets are set in consultation with each teacher, looking at the data (and other relevant materials, as needed) at Pupil Progress Meetings in Autumn 1.  These targets are then calculated into percentages, and groups of children are looked at.  During the meeting, staff discuss the children with the most potential to make accelerated progress, as well as the children with the most significant barriers to learning.  Notes are made and agreed interventions are put into place to support those children.

As targets are made for individual children, parallel classes will not have the same percentage of children to reach expected, Greater Depth etc., although a balance is sought to ensure fairness to all staff.

Children on the SEN register will have their progress measured using smaller steps through TIMS (This Is Me). These will be reviewed half termly by class teachers and every term with parents.

Targets are reviewed through Pupil Progress Meetings.

New Arrivals

For all new arrivals to our school, we will ensure we create an assessment baseline, this is to understand a child’s strengths and determine if intervention is immediately required.

Our baseline assessments will include -

  • Ensure all statutory data is saved on Integris within the first week, the office will chase up if this is not completed immediately.
  • Reading – All children will read with an adult within the first two days of them starting.  EYFS and KS1 will be given two books – a phonics book and a book for fluency. KS2 children will be assessed via a STAR reading test and placed on the AR scheme.
  • Phonics – Children who have missing phonics data because of COVID will be given the 2019 Phonics screening within 2 weeks (Y1 to 3).
  • Spelling – Y3 – 6 will be given a parallel spelling assessment
  • Writing – a piece of unaided writing.  This is me - a mini-autobiography.  This piece will be used to assess handwriting, sentence/paragraph understanding and spelling/phonics in context.
  • Relevant years arithmetic paper (White Rose or SATs )
  • Y3 – 6 – Times Table Rock Star baseline assessment.


Foundation Stage Assessments

From September 2021, teachers in Foundation Stage carry out the ‘reception baseline’ which is designed as a suitable assessment to be taken by pupils during their first half term in reception (the academic year in which they turn 5). All pupils are assessed within the first 6 weeks of joining reception.

The baseline provides the school with a series of narrative statements to describe how each pupil performed on the different content domains presented in the assessment. At the end of the assessment, the reception baseline will record a single raw score out of 39 for each pupil. This score will not be made available to schools. Raw scores will be recorded in the national pupil database and used to create a cohort-level progress measure for schools at the end of Key Stage 2.

The Foundation Stage Profile is an ongoing assessment, which is completed throughout the reception year. Reception staff at South View, use Tapestry to record observations and commentaries about learning for individual children.

Children are assessed focusing on the three characteristics of effective learning and seven areas of learning. These areas of learning are then regularly assessed through both teacher and child-initiated activities in the form of observations and evaluations.  Progress is tracked over the year by Reception staff and through Pupil Progress Meetings. 


Staff use school created markbooks on Integris to record end of term assessments.  At the end of each academic year, the most current and relevant assessment pieces are sent to the next class teacher, this would include –

  • The Foundation Stage profile is shared with parents and Key Stage One teachers.
  • A Reading Assessment – SATs paper (Y2), Rising stars, Y1 NFER Summer assessment (Y3,4,5) and/or Salford reading assessment/PKFs highlighted Summary (SEN/children not meeting Key Stage expectations).
  • A Maths Assessment - SATs paper (Y2), White Rose Summer assessment (Y1, 3, 4, 5) and/or PKS highlighted Summary (SEN/children not meeting Key Stage expectations).
  • A piece of high-quality writing from the summer term – that demonstrates the child’s level of work, alongside the child’s previous writing target sheet – highlighted with achievements.

Integris Markbooks are used as an aid to effective planning. The progress of children receiving extra support through interventions is monitored by the member of staff delivering the support, whilst regularly discussing progress with class teachers.  This progress is reported to the SENDCO via Pupil Progress Meetings and provision tracking or sooner if concerns are being raised.

Ensuring reliability and consistency of data

Moderation is necessary to ensure accuracy and consistency of teachers’ judgements about standards. It is important to agree on judgements if our decisions are to be given credence. Teachers will often share opinions informally with subject leaders and other colleagues to clarify ‘best fit’ judgements or for statutory teacher assessments. Opportunities to moderate with parallel classes, across the school and with other local schools are arranged as part of the annual monitoring and evaluation cycle, there is an expectation that all teachers will attend at least two external moderation sessions, each academic year. 

Staff training is arranged when there are changes to assessment processes to ensure all staff have a good understanding of assessment. Staff members attend training and cluster meetings for their subjects to ensure they stay abreast of good practice. Feedback from this training is shared with staff so that we continue to develop and improve our practice.

External moderations by Local Authority whenever possible.

Key assessments are not marked by the class teacher to ensure consistency and reliability.

Children in Years 2 and 6 use previous SATs papers as practice/moderation tools to ensure moderation is triangulated with these National assessments, knowledge of the children and work produced in class.


Assessment of Foundation Subjects

All teachers assess the class against the progression documents for the relevant subjects.  This is shared with subject leaders, so they are aware of areas for further development.  In the academic years 19/20 and 20/21 this has very much focused on identifying gaps in learning as a result of COVID-19. 

In 21/22, all foundation subjects will be assessed against the progression documents.  Some subjects have additional assessment tools.  Such as: 


  • Computing – Kapow primary
  • Music – Kapow primary
  • PE – Getset4PE
  • PSHE – PSHE association
  • Art/DT Portfolios of examples to support moderation


Reporting to Parents

  • Termly Parent Consultation Meetings in the Autumn and Spring Term: these meetings focus on the curriculum – what pupils can do and what they need to do to improve.
  • Annual Written Reports in the Summer Term.
  • Meetings with children on the SEN register to share personalised targets and progress towards these (TIMS). 
  • The results of any statutory assessments e.g. the Phonics Screening Check, Multiplication Check and end of Key Stage Assessments – Foundation Stage Profile, Key Stage 1 and Key Stage 2.



  • The principles of this assessment policy apply to all pupils, including those with special educational needs or disabilities.
  • Assessment will be used diagnostically to contribute to the early and accurate identification of pupils’ special educational needs and any requirements for support and intervention.
  • We will use meaningful ways of measuring all aspects of progress, including communication, social skills, physical development, resilience and independence. We will have the same high expectations of all pupils. However, this should account for the amount of effort the pupil puts in as well as the outcomes achieved.
  • For pupils working below the national expected level of attainment, our assessment arrangements will consider progress relative to pupil starting points, and take this into account alongside the nature of pupils’ learning difficulties.