Assessment

Intent

At St Mary’s, our intent is that every child makes strong progress from their unique starting point. Assessment is a vital part of high-quality teaching and learning and is used not just to measure attainment, but to understand learning, remove barriers and help every child fulfil our vision of aspiring, nurturing, flourishing. Through assessment, we build a clear picture of what pupils know, remember and can do, identify next steps and ensure teaching is responsive and inclusive. We use a thoughtful balance of formative and summative assessment so that progress is carefully tracked, celebrated and, where necessary, robustly challenged.

Through regular challenge and meaningful assessment, pupils develop resilience, confidence and a positive attitude to learning. Our approach prepares children not only for statutory assessments, but also for the wider demands of life, supporting them to become reflective, independent and motivated learners.

Our Approach to Assessment

Assessment at St Mary’s is purposeful, manageable and child-centred. It is used to:

Inform teaching and learning
Identify gaps and misconceptions early
Secure strong progress for all groups of pupils
Celebrate achievement
Ensure equity and inclusion

We recognise two core strands of assessment which work together to support strong teaching and learning:

Formative assessment (assessment for learning) – used within lessons to adapt teaching, address misconceptions and identify next steps.
Summative assessment (assessment of learning) – used at key points to check what has been learned, validate teacher judgement and identify gaps, patterns and trends at pupil, class and whole-school level.

The evaluation and use of assessment information sits alongside these strands. Assessment outcomes are analysed by teachers and leaders (including through pupil progress meetings and subject leader reviews) to improve provision, target support and refine the curriculum.

Formative Assessment (Assessment for Learning)

Formative assessment underpins everyday classroom practice. Teachers use a wide range of strategies including questioning, observation, low-stakes quizzing, live marking and feedback.

This ongoing assessment enables teachers to adapt teaching in the moment, address misconceptions quickly and plan next steps. Formative assessment is used across the curriculum and forms the foundation of teacher judgements.

Summative Assessment (Assessment of Learning)

Summative assessments are used at key points to check what pupils have learned and how securely knowledge and skills have been retained. These outcomes help teachers and leaders to:

Evaluate curriculum impact
Validate teacher assessment
Identify patterns and trends at pupil, class and whole-school level
Identify pupils or groups requiring additional support or challenge

Summative assessments are always considered alongside formative evidence and professional judgement.

Early Years Foundation Stage (EYFS)

On entry, pupils are assessed using WellComm to screen speech and language development. This enables early identification of communication needs and the timely implementation of targeted language interventions.
The statutory Reception Baseline Assessment is used alongside continuous observational assessment to support planning and responsive teaching.
Assessment in EYFS is primarily formative and ongoing throughout the year, with practitioners using regular observation and interaction within child-initiated and adult-led learning to understand children’s development and identify next steps.
Phonics is assessed regularly, including half-termly checks and more frequent assessment during the early months of Reception, to ensure teaching is precisely matched to pupils’ developing knowledge and skills.
Pupils’ early writing is assessed regularly across the year and supported by the school’s Writing Ladder, which provides a clear progression model and supports consistency in assessment and expectations.
At the end of Reception, children are assessed against the Early Years Foundation Stage Profile (EYFSP) to determine whether they have achieved a Good Level of Development (GLD).

Key Stage 1 and Key Stage 2

Across KS1 and KS2, assessment follows a consistent cycle that balances teacher assessment with standardised and summative checks.

Reading

Regular formative assessment through daily reading lessons, including questioning, observation and discussion to inform next steps.
Half-termly short fluency assessments are used to monitor accuracy, pace and expression, helping teachers to identify pupils who require additional support to develop confident, fluent reading.
Half-termly phonics assessments in KS1 using Unlocking Letters and Sounds. Where phonics remains a focus for pupils beyond KS1, including in KS2, assessment continues to ensure teaching and intervention are precisely matched to individual need.
Termly standardised reading assessments using Rising Stars PIRA (Progress in Reading Assessment) from Year 1 onwards to support teacher judgement and track progress over time.

Writing

Ongoing assessment of short-burst writing tasks, aligned to half-termly writing toolkits, is used to develop and assess specific writing skills, identify misconceptions and inform next steps in teaching.
Half-termly assessed independent pieces of writing are evaluated using Teacher Assessed Framework derived from the National Curriculum which sets out clear progression in composition, grammar, punctuation and spelling.
Moderation within school and with external partners ensures consistency and accuracy in writing judgements across classes and year groups.

Mathematics

Pre-checks and end of unit assessments is sued to inform planning as well as next steps
Termly standardised assessments using Rising Stars PUMA (Progress in Understanding Mathematics Assessment) from Year 1 onwards to evaluate understanding and support consistent progress tracking

Foundation Subjects

Foundation subjects are taught and assessed discretely to ensure depth, coherence and clear progression in knowledge and skills.

Teachers use low-stakes quizzing at the start of lessons to revisit prior learning, strengthen retrieval and identify misconceptions
Ongoing formative assessment (questioning, observation and discussion) informs responsive teaching within lessons
End-of-unit assessments are used to check what pupils know and remember and to evaluate curriculum impact

Assessment information is used by class teachers and subject leaders to monitor progression, identify gaps and inform future planning. Subject leaders review this information to ensure standards are consistently high across the curriculum.

Statutory Assessment

Pupils at St Mary’s take part in statutory assessments in line with national requirements, including:

Reception Baseline Assessment (RBA)
Early Years Foundation Stage Profile (EYFSP)
Year 1 Phonics Screening Check (with re-checks where required in Year 2)
Year 4 Multiplication Tables Check (MTC)
End of Key Stage 2 assessments in Year 6

Monitoring, Moderation and Impact

Assessment information is reviewed termly by teachers and senior leaders, including the SENDCo, through structured Pupil Progress Meetings.

These meetings focus on:

Progress from individual starting points
The attainment and progress of key groups (including pupils with SEND, disadvantaged pupils, EAL learners and those with attendance concerns)
Identifying barriers to learning (academic, social, emotional or contextual)
Agreeing targeted, time-bound support and appropriate challenge

Actions from Pupil Progress Meetings are reviewed at the next meeting to evaluate impact. Where progress remains a concern, support is adapted or intensified to ensure pupils receive timely and effective intervention.

Moderation takes place within school and with partner schools to ensure accuracy, consistency and fairness. Statutory outcomes are externally moderated where required.

Inclusion and Equity

Inclusion is central to assessment at St Mary’s and reflects our commitment to nurturing every child so that all can flourish. We hold high expectations for all pupils, ensuring that assessment supports both targeted support and appropriate challenge.

Assessment is used to identify need early and ensure teaching is adapted so that all pupils can access learning and demonstrate what they know and can do. This includes pupils with SEND, disadvantaged pupils and those requiring additional challenge to achieve at greater depth. Teachers use a range of strategies to support inclusion, including careful scaffolding, adaptive teaching approaches and flexible assessment arrangements.

Assessment information is reviewed termly through pupil progress meetings, where the progress of every child is considered. These meetings focus on identifying barriers to learning, planning targeted support or intervention where needed, and ensuring that pupils who are ready are appropriately challenged.

Pupils with SEND have personalised, ambitious targets which are reviewed termly in partnership with parents and carers.
Assessment information is used to inform classroom adaptations, interventions and targeted support, including for disadvantaged pupils.
Pupils working at or beyond age-related expectations are identified through assessment and provided with opportunities for increased challenge and depth.
Reasonable adjustments and access arrangements are made in line with statutory guidance.
Pupils are familiarised with assessment approaches and formats to build confidence, independence and resilience.

We work on the principle that what is essential for some is beneficial for all. By embedding inclusive practice into assessment, we remove barriers, promote equity and ensure that every child is supported to succeed.

Communicating Progress

We value strong partnerships with parents and carers and believe that clear, open communication about assessment supports pupils to flourish. Assessment information is shared regularly so that parents and carers have a clear understanding of where their child is, how they are progressing and what their next steps are.

Progress and assessment information is communicated in a range of ways across the academic year:

Half-termly Book Looks provide opportunities for parents and carers to see pupils’ work, understand curriculum expectations and discuss progress informally.
Parent consultations in the autumn and spring terms offer structured opportunities to discuss attainment, progress and next steps.
Short written reports are shared one week prior to parent consultations, enabling focused and meaningful conversations about learning.
A full written report at the end of the academic year celebrates achievements and outlines progress and next steps.
From the summer term of Year 2, termly written reports include information from standardised assessments, including PIRA (reading) and PUMA (mathematics), alongside teacher assessment.
Information from practice and statutory assessments (including phonics screening checks, multiplication tables checks and end of key stage assessments) is shared with parents, so they have a clear and timely understanding of where their child is in relation to age-related expectations and next steps for learning.

Communication with Parents and Carers of Pupils with SEND

For pupils with SEND, communication is ongoing, collaborative and purposeful. In addition to the above, parents have:

Termly online meetings with parents and carers of pupils with SEND are used to co-produce SEND Support Plans, review targets and agree next steps.
Parents and carers are given opportunities to share feedback at the end of each support cycle, ensuring provision remains responsive to pupils’ needs and family views.

Through strong partnerships, transparency and regular communication, assessment information is used to support every child’s learning, wellbeing and progress.

Our Approach in Action

Assessment at St Mary’s is not about data alone – it is about knowing each child well. Through thoughtful assessment, responsive teaching and a commitment to equity, we support every pupil within an aspiring, nurturing community, enabling them to flourish and shine their light.