Assessment

Why do we assess children?

At Claremont Primary School we use assessment to help us obtain information on pupils’ progress and attainment. It is also the means by which parents can obtain valuable information about how their child is performing. It allows teachers, parents and school leaders to measure pupil progress in learning against the expected standards. Assessment enables governors to make judgements about the school’s effectiveness and helps inform Ofsted's inspections of the school.


Tracking attainment and progress

A combination of teacher and formal assessments are also used in school from Nursery through to Year 6 to internally monitor pupil attainment and progress.

Every term, class teachers report the progress that is being made in Mathematics, Reading and Writing for all pupils. This information is provided to parents at parent meetings and the end of the year in the children's reports. Through this careful monitoring of your child's performance we can offer the best opportunities for your child to succeed at Claremont.


Statutory Assessments

All children in England have to take formal tests which are used to measure attainment against national standards. Our pupils’ achievements are compared nationally with all pupils of the same age and against schools in the local authority and in England so that they can be judged as to whether they have achieved ARE in reading, writing and maths whether they are ‘secondary ready’. These formal assessments consist of:

  • Baseline Assessment for Reception children.
  • Phonics Screening Test at the end of year 1.
  • Key Stage 1 SATs (end of year 2)
  • Multiplication tables check (end of year 4).
  • Key Stage 2 SATs (end of year 6)

The results from the reading, mathematics and GPS national tests will be scaled scores. Parents will receive details of their own child’s score, the average score for the school, local area and nationally.

Assessment for Learning

In addition to the systems of formal assessments, all teachers regularly check in the course of a lesson to see which children need more support or more challenge. Pupils' strengths and misconceptions are identified and acted upon. In this way, assessment is used to improve the quality of teaching and learning. Pupils’ work is marked before their next lesson and teachers identify areas for development.

As we are an inclusive school with children of many different levels of ability, we have always stressed the importance of progress made by children from one phase of their education to another and not just their academic attainment levels and we are very proud of all our children’s achievements.