Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.



Current Assessment Practice

  The new curriculum is being taught in all year groups but assessment in Year 2 and 6 is still being done against National Curriculum levels.  All teachers have attended Wandsworth courses on assessment in English and Maths and these continue in the current year providing opportunities to liaise with colleagues from other schools, comparing and moderating work as we all become more confident assessing the New Curriculum objectives.We are in a transitional stage this year while we adapt to the expectations of, and changes in the content of the New Curriculum, and assessment is a key part of the school development plan.  We have previously used Classroom Monitor to track formative assessment in Maths, English and Science and this bank of information has been transferred to new stages which we are now using to track the New Curriculum objectives.  This gives us an indication of where the children are within Stages (Stage 5 is for Year 5). It indicates whether a child is beginning, developing, secure or exceeding within the stage.  There are some problems with this that need further discussion within the school and with our Wandsworth colleagues.  For example, the statements for reading and writing sometimes are exactly the same for two consecutive year groups and fail to show progression.

We are also using Classroom Monitor to assess objectives in the New Curriculum Foundation Subjects. 

In this transitional stage, we will also be using the old levels to ensure progress.

NFER tests have been used in Years 3-5 in January before we have the mid-year reports and parent conferences. This has enabled us to monitor the progress that children have made in the first half of the school year.

Suffolk Reading Tests (vocabulary based) are also given mid year ( Year 2-6) and progress can be measured and compared to reading comprehension skills. Year 1 pupils do the Yorke reading test which gives useful information on a range of phonic skills. 

At present we plan to use QCA tests in June/July in Years 3-5 to monitor progress.  However, the outcomes of Classroom Monitor formative assessment and updated Rising Star tests will be reported to parents rather than the old system of levels.

We understand that the new assessment criteria will be unfamiliar to parents and we intend to hold a workshop in the summer term to update and inform them on the changes.

 We also continue to do termly writing moderation across the school using the updated Ros Wilson criteria.  This has enabled us to build up writing portfolios and helps to inform our formative assessment.

We will continue to use our tracking grids but will adapt these; this year we will show summative levels alongside formative (teacher assessment) judgements from Classroom Monitor.

In Reception, PIPs is being used on entrance and at the end of the year so that we have a form of baseline assessment.  The Foundation Stage Profile is being tracked on Classroom Monitor. 

We also value the children’s own self-assessment and regularly use opportunities for the children to review their own learning against success criteria.  This is clearly explained in our Marking and Feedback Policy


Summative Assessment in the transitional period 2014- 2015

Year Group

Summative Assessment


PIPS at beginning and end of year

Year 1

Half termly progress tests in reading and maths

Writing moderation each term

Yorke reading test (January)

Phonics Test  (June)

Year 2

Half termly progress tests in reading and maths

Writing moderation each term

Suffolk Reading Test (January)

KS1 SATS  (June)

Year 3, Year 4 and Year 5

Half termly progress tests in reading and maths

Writing moderation each term

Suffolk Reading Test (January)

NFER tests in Maths and Reading (January)

QCA tests in Maths and Reading (June)

Year 6

Half termly progress tests in reading and maths

Writing moderation each term

Suffolk Reading Test (January)

KS2 SATS (May)