Why assess?
We believe that effective assessment is a continuous process that provides quality information to improve teaching and learning and raise achievement for all pupils.
 
The aims and objectives of assessment in our school are:

• to enable our children to demonstrate what they know, understand and can do in their learning;
• to allow teachers to plan work that accurately reflects the needs of each child;
• to help our children understand what they need to do next to improve their learning;
• to provide regular information for parents that enables them to support their child’s learning;
• to contribute towards accountability data.

Primrose Lane implements continuous formative assessment to track the progress of pupils and to inform the planning for their learning and termly summative assessment tasks to enable us to measure progress in reading, writing, maths. Our system of assessment aims to support high quality, in-depth teaching by focusing on curriculum content and the extent to which children have mastered key knowledge and skills.

Assessment is not a singular activity; it is about measurement of performance at a given point in time and a way of gaining information to promote future learning. 

National Tests 

National tests (Statutory Assessment Tests, SATs) for reading, spelling, grammar & punctuation and maths  are carried out during the summer term for pupils in Year 6 (end of Key Stage two). The tests give each child a summative judgement set against a national expected standard. Parents will be informed whether their child has met the ‘expected level’ or whether they have met the higher ‘greater depth level’ of understanding. In addition teachers assess writing achievement  which is moderated within the Local Authority and reported on nationally.

Assessment at Primrose Lane

At Primrose Lane, we carefully track pupil progress in every subject to ensure that all children are supported to achieve their full potential. Through termly pupil progress meetings with the senior leadership team our staff review individual progress and identify additional support needed. We closely monitor the impact of interventions to make sure every child keeps up and receives timely, personalised support.

We  work in partnership with local schools to moderate our judgements, ensuring that our assessments are accurate, consistent and reflect the highest standards. 

Assessment takes into account children’s strengths as well as areas where they need support. It consists of mainly formative strategies and a range of recording methods, as detailed below.

We use the following formal assessment procedures to measure outcomes against all schools nationally:

• End of EYFS
  • (% of pupils achieving a “Good Level of Development”)
• Phonics Screening Test at the end of Year 1
  • (% of pupils achieving the required screening check)
• End of Year 4 Multiplication Table Check
  • (% of pupils achieving the required screening check)
• End of KS2
  • (% of pupils achieving expected national standards in reading, grammar, punctuation & spelling and maths)
  • (Teacher assessment for writing and science)

 
Early Years – Nursery and Reception
Nursery staff informally monitor development and keep detailed records in the form of a ‘Learning Journey’. This information is shared with families and either transferred to the Reception team or to the child’s new school. The Nursery team make a summative judgement 3 times a year, based on information they gather through observations of learners, samples of learning, photographs and conversations which demonstrate the child’s understanding of a given concept. This information is based on three categories - emerging, developing or securing within the appropriate 'Age and Stage' band for each individual child. Most Nursery children are working within the 30-50 month stage.
 
Children continue to be assessed in the Reception class where staff will add information to each individual Learning Journey. We value all contributions from parents and carers to the Learning Journeys and insights will be shared at parent consultation meetings. The team make a summative judgement 3 times a year, based on information they gather from the Learning Journeys and small group and individual assessments. This information is also based on three categories - emerging, developing or securing within the appropriate 'Age and Stage' band for each individual child. Most Reception age children are working within the 40-60 month stage. In addition to this ongoing assessment, staff also identify the learning behaviours of children and plan lessons and activities to develop a wide range of learning skills in preparation for the next stage in their education; Key Stage 1 (Years 1 and 2).
 
Years 1 - 6
 A copy of the ‘Year End Expectations’ for Reading, Writing and Maths for your child’s year group, are available here:

Year 1 leaflet         Year 2 leaflet         Year 3 leaflet          Year 4 leaflet          Year 5 leaflet         Year 6 leaflet
 
 
Gathering evidence of learners’ progress and development will continue with a wide range of formative assessment (day-to-day assessment through learning completed, observations, questioning, teacher–pupil dialogue and guided sessions), which will inform teacher’s planning and also summative assessment (more formal assessment/tests), which will play a part in the overall assessment and progress checks for learners at set times throughout the year.
 
We know and appreciate that our Primrose Lane parents and carers are particularly interested in and supportive of their child’s achievement at school. We hope this information, alongside the Year End Expectations leaflets, has given you some understanding of assessment at Primrose Lane.
 

Any gaps identified in learning for the children due to the increased expectations will be covered and staff have worked together to ensure that the appropriate coverage for children is in place. 


Parents should be re-assured that, although the expectations may have been raised, our teachers will continue to differentiate activities and learning as appropriate to ensure that all learners’ needs are met. 

Gathering evidence of learners’ progress and development will continue with a wide range of Formative Assessment (day-to-day assessment through learning completed, observations, questioning, teacher–pupil dialogue and guided sessions), which will inform teacher’s planning and also Summative Assessment (more formal assessment/tests), which will play a part in the overall assessment and progress checks for learners at set times throughout the year.