Children’s progress and achievement is closely monitored throughout the year in order to provide the best possible opportunities and highest levels of support for all children taking into account their individual needs.

The primary principle of assessment is that it should be fit for the purpose intended. Assessment is an integral part of teaching and lies at the heart of promoting pupil’s education. (Final report of the Commission on Assessment without levels 2015).

The principles and aims of assessment in our school are:

· to enable our children to demonstrate what they know, understand and can do in their work;

· to allow teaching teams 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 work;

· to provide timely information for parents that enables them to support their child’s learning.

 

Year R: Baseline

The reception baseline is a short assessment designed to capture the wide range of attainment in mathematics and literacy, communication and language that is seen in reception classes at the start of the year. It also has clear links to the key stage 1 and key stage 2 curricula against which progress will be measured. The reception baseline is a suitable assessment to be taken by pupils during

their first half term in reception. All pupils will be assessed within the first 6 weeks of joining reception, regardless of when they join the class, unless they have been assessed previously at another school.

 

Year R: Early Years Foundation Stage Profile

The EYFS Profile is a statutory assessment of children’s development at the end of the reception year. Each child’s level of development is assessed against 17 early learning goals (ELGs) across all 7 areas of learning in the EYFS. For each ELG, teachers must assess whether a child is meeting the level of development expected at the end of the EYFS ‘Expected’, or if they are not yet reaching this level they will be assessed as ‘emerging’. The Profile is intended to provide a reliable and accurate summative assessment of each child’s development at the end of the EYFS in order to support children’s successful transitions to year 1.

Teachers are expected to use their professional judgement to make EYFS Profile assessments, using their knowledge and understanding of what a child knows, understands, and can do. The EYFS framework requires the EYFS Profile assessment to be carried out in the final term of the year.

 

Year 1: Phonic Screen Check

The purpose of the phonic screening check (PSC) is to confirm that all children have learned phonic decoding to an age-appropriate standard (Working At). Children who have not reached this level (Working Towards) will receive extra support to ensure they can improve their decoding skills, and will then have the opportunity to retake the phonics screening check in Year 2.

Children take it during a set week in June in a one-to-one setting with a teacher. Whilst children learn phonics to help them with both word reading and spelling, the Phonics Screening Check only tests their skills at word reading. This is called decoding. During the Phonics Screening Check, children are asked to read (decode) 40 words. Most of these words are real words but some are pseudo-words. Pseudo-words are included to ensure that children are using their decoding skills and not just relying on their memory of words they’ve read before.

Results will be made available to parents to ensure you are kept informed about your child’s progress in developing word-reading skills. This information will be included in their end of year report.

 

Year 4: Multiplication check

The multiplication tables check (MTC) is statutory for all year 4 pupils in England. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. Schools must administer the MTC to all eligible year 4 pupils at set dates in June.

 

Year 6: Standardised Assessment Tests

SATs are standardised assessment tests administered by primary schools in England to children in Year 6 to check their educational progress. SATs take place towards the start of May each year. All schools throughout the country are doing the test at the same time. They begin on a Monday and usually finish on the Thursday in the same week.

SATs are a more formal process of testing, and children will sit KS2 SATs in:

· English SPaG (Spelling, Punctuation and Grammar) Paper 1 (short answer questions)

· English Spag Paper 2 (spelling test)

· English Reading Paper.

· Mathematics Arithmetic (Paper 1)

· Mathematics Reasoning (Paper 2)

· Mathematics Reasoning (Paper 3)

They will also be assessed by their teachers in writing and science. Your child’s end of year outcome will be included in their end of year report.

 

Years 1 – 6

Every term in reading, writing and maths, we consolidate all available information to assess your child's progress against National Curriculum standards. We'll communicate our assessments with you during Parents' Evenings throughout the year (autumn, spring and summer). We will highlight your child's strengths, areas for improvement, and offer guidance on how you can support them in reaching end-of-year expectations. Additionally, in July, you will receive a comprehensive school report covering these aspects.

 

SEND

At Banister, we embrace inclusivity and are dedicated to meeting the diverse needs of all our children. Our class teachers bear responsibility for the progress and development of every child in their class. We prioritise quality first teaching for all children, including those with additional needs. Our school works diligently to ensure effective deployment of additional support, both within and outside the classroom. In cases where a child is not meeting expected progress, the class teacher collaborates with the Special Educational Needs Coordinator, parents, and, when necessary, external agencies to devise tailored support plans. We also utilise Individual Learning Plans, which are reviewed with the child and parents on a termly basis. Our overarching goal is to empower all children to reach their full potential, fostering confidence and enabling them to lead fulfilling lives. For more detailed information, please refer to our separate SEND policy and Local offer.