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.

Changes to the national Curriculum

Since the changes to the National Curriculum in September 2014 we have been using a new assessment system called School Pupil Tracker Online (SPTO). This has enabled us to keep in line with the changes the Government made and ensure our children are measured accurately against the new national standards.

It is important to recognise that the new curriculum is very challenging. The bar has been raised for every year group to achieve the age related expectation (ARE) of a ‘Secure’ grade in Year 6, researchers and educationalists have compared it to an old level 4A/5C. Previously, a child only had to reach the level 4C to have met the old national expectations for the end of Key Stage 2.


Depth of Learning

SPTO allows us to record how well a child understands their learning and whether they can use it in other subjects. We call this depth of learning and we are able to grade children’s learning in this way. If a child has a very good understanding they would be exceeding their age related expectation.


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 half 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.

Early Years / Nursery and Reception


Emerging : A child is just beginning to work in this age band
Expected : A child is at the expected level for their age
Exceeded : A child is working beyond the expectations for their age

Key Stage 1 and Key stage 2


Emerging: All children start at emerging for their year group whatever their ability and work is planned according to their needs (Autumn term)

Developing: A child is acquiring the skills needed to achieve their year group expectations (Spring Term)

Secure: A child is secure in the skills needed to achieve their year group expectations (Summer Term)

In order to show progress, we also have a points system and we expect all children to make 3 points throughout the year.

You may find that your child is working below his/her year group expectations. At parents’ evenings or throughout the year if we think your child is not making expected progress, we will meet to discuss what we can all do to support and challenge your child in order for them to reach their full potential.

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)
• 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.