Assessing Children’s Progress

Assessing children’s needs is an ongoing process. Teachers are continually assessing the needs of the children in their class in order to plan future work and support in order that all children achieve their potential.

Children at New End Primary School will be assessed against objectives and agreed criteria rather than be ranked against each other.

To this end, we are using a number of model assessment criteria based on the new national curriculum, including the framework that is being developed nationally (by the NAHT).

The materials are being used to help us measure and record the progress of individual learners in our schools, without using levels of attainment.

They help ensure that the new national curriculum in mathematics, writing and reading is taught in its entirety and that the progress of pupils can be tracked easily from Year One to Year Six.

The model is intended to be developmental and schools are encouraged to evaluate its usefulness against their assessment principles and current teaching and assessment practices. Having undertaken such a review, schools can decide whether or not to accept the model as it stands, to modify elements or to use an alternative approach. New End would welcome parents and carers thoughts on this information.

The authors of the model are clear that there is no single perfect model to assess pupils’ progress against any given curriculum. However providing a common approach to the assessment of pupils’ progress helps us work in collaboration with other schools.

The materials can be downloaded here: or read on our website.

The teachers at New End Primary School are informally assessing children’s progress all the time by observing children work and by marking and commenting on work in progress.

Children are assessed regularly and carefully to ensure early identification of difficulties. We value dialogue with parents and carers to help us in our identification of difficulty and to support us in our strategies to help children move on, and make suitable progress.

In addition to this we carry out more formal assessments each term, in English and Mathematics. These test children on areas of subjects recently covered in class, and help us to plan what to cover in the following term. It also helps us to set achievable targets for children to communicate to parents and carers.

As a school, we also complete the following statutory assessments:
Foundation Stage Profile
During the year your child will be assessed in the six areas of learning known as the Early Learning Goals. This is called the Foundation Stage Profile. This assessment is required for all children in the Foundation Stage. It includes assessing early reading, writing, and mathematical skills. It is designed to find out the skills, understanding and knowledge that your child has throughout their time in Reception.

Year One Phonic Screening
Throughout the country, children in Year One are involved in phonic screening tests. These tests take place in a specified week in June each year. They tests are designed to measure children’s phonetic knowledge, skills and understanding.  Children who do not meet the required threshold set by the government, have to re-sit the screening test in Year Two.

Key Stage One SATs
Children in Year Two throughout the country are involved in a variety of standardised teacher assessments in English (reading, writing, spelling, handwriting and speaking and listening), mathematics and science during the late spring and summer Terms. These assessments are designed to measure children’s knowledge and understanding at the end of Key Stage One. These assessments are submitted to the Local Authority.

Key Stage Two SATs
Throughout the country, children in Year Six are involved in English (reading; writing; spelling, punctuation and grammar) and mathematics tests. These SATs tests take place in a specified week in May each year and   are designed to measure children’s knowledge, skills and understanding at the end of Key Stage Two. Teacher  assessments are made in all these subjects as well as writing and science. These test levels, together with teacher assessments, help us to ensure that each child progresses to the best of their ability during their time at New End.

Parent – Teacher interviews are held termly and it is very important that one or both parents or carers attend these meetings, in order to be kept up to date with children’s progress. However, if you are ever concerned about your child’s progress in any area of the curriculum, please make an appointment with the class teacher to discuss your concerns.

In the Summer Term each child receives a written report detailing progress made over the year, highlighting successes and setting targets for the year ahead.

We have in place a wide variety of programmes which carefully target children in need of support. These include:

  • In-class support from experienced and skilled SEN teachers and teaching assistants for children experiencing learning difficulties and a statement of special educational needs;
  • Fixed-period interventions for children identified as under-achieving;
  • Mentoring support for children experiencing barriers to learning;
  • CAMHS (Children and Adolescent Mental Health Service) support  for children experiencing emotional and behavioural difficulties which prevent them from achieving their full potential.

Our school ethos is based firmly on inclusion. It is vital that each child feels part of his/her class and part of the wider school community. Any withdrawal of a child or of a group from a class is considered carefully and carried out with the ultimate aim that the child or the group will be able to achieve more in class at the end of the programme of intervention, and fully reintegrated back into class.

If a child is identified by the school as having a need for learning support of some kind, the parents or carers are informed. They are then kept informed of what is happening in school to help the child and what progress is being made. We expect parents and carers to work in partnership with us by supporting homework.

We are fortunate at New End to have children from a wide variety of cultures, and displays and resources around the school reflect this wonderful diversity.

Children who come to us speaking little or no English will be supported to gain full access to the primary curriculum. We have a specialist teacher who supports E.A.L (English as an Additional Language) children. Children are also able to act as interpreters for parents and carers, as well as specialist teaching staff.

If you would like more information please refer to the relevant policies, copies of which are available at the school office. We also have a provision map, which details all extracurricular provision and support we can offer.