Assessment

Assessment is a vital part of teaching and learning as it is used to inform teachers’ planning and where further work might need to be undertaken to consolidate understanding.

There are a number of different forms of assessment that are undertaken during your child’s journey at Rushey Green Primary School. Formative assessment happens each day, during each lesson. This kind of assessment is where the teacher is using their professional judgement of each child’s understanding of the lesson. This might take the form of verbal feedback and whiteboard work during the lesson or marking work after the lesson. Summative assessment is a more formal assessment that is usually made up of tests in Phonics, Reading; Spelling, Punctuation and Grammar (SPaG); and Mathematics. Writing is assessed using the National Curriculum standards for each year group.

Summative Assessment

Phonics

Here at Rushey Green, we follow the Little Wandle Letters and Sounds Revised programme to teach early reading. As part of this approach, we use regular, structured assessments to ensure every child is making good progress in phonics and developing the skills they need to become confident, fluent readers.

Little Wandle provides half‑termly assessments that allow teachers to check how securely children know the sounds, tricky words, and reading skills they have been taught. These assessments help us identify any gaps in learning early, so we can provide targeted support through Daily Keep‑Up sessions. In addition to the formal assessments, teachers also use ongoing observations during lessons and reading practice sessions to build a clear picture of each child’s phonics development.

This combination of regular assessment and responsive teaching ensures that every child receives the right level of challenge and support. By closely tracking progress, we help children develop strong decoding skills, preparing them well for the Year 1 Phonics Screening Check and for a lifelong love of reading.

Good Level of Development in Reception

In Reception, we use a range of ongoing assessments to understand each child’s progress and to determine whether they have achieved a Good Level of Development (GLD) by the end of the Early Years Foundation Stage. GLD is reached when children meet the expected standard in the prime areas of learning (Communication and Language, Physical Development, and Personal, Social and Emotional Development) and in the key early literacy and maths areas (Literacy and Mathematics).

Years 1-5

At our school, we use PiXL assessments to help us understand how well children are learning and to ensure they are making good progress across the curriculum. PiXL provides a range of carefully designed tests and diagnostic tools that allow teachers to identify what children know securely and where they may need further support or challenge.

PiXL assessments take place at key points throughout the year in reading, spelling and grammar and mathematics. The results give us detailed information about each child’s strengths and next steps. Teachers use this information, alongside their own day‑to‑day observations and classroom assessments, to plan targeted teaching that meets the needs of every learner.

One of the key strengths of PiXL is its focus on diagnosis and intervention. After each assessment, teachers use PiXL resources to provide tailored support, ensuring that any gaps in understanding are addressed quickly and effectively. This approach helps children build confidence, deepen their knowledge and make sustained progress over time.

By combining PiXL assessments with high‑quality teaching and a strong understanding of each child, we ensure that every learner is supported to achieve their full potential.

Year 4

In the June of Year 4, children will sit the statutory Multiplication Tables Check (MTC). These tests are sat on the Chrome Books and children will have the opportunity to practise during a window of time before the actual check opens using Times Table Rockstars. Teachers will guide the children through the test. The check comprises of 25 questions. The children will have 6 seconds to answer each question. They must get all 25 questions correct in order to pass the MTC.

Year 6

The Year 6 children are tested early in the Autumn term to establish their starting point against the end of KS2 SATs (Statutory Assessment Tests). This early baseline testing enables the Year 6 team to focus on any gaps in children’s learning. Throughout Year 6 the children are tested termly using past SATs papers. In the May of Year 6 the children sit the KS2 SATs. A teacher assessment of their writing is also submitted as part of the statutory assessment. Each year, a number of schools within each Local Authority will be visited by Local Authority moderators to quality assure the writing judgements.

Assessment Judgements

Terminology

Throughout their time here, children in Years 1-6 will be assessed using the following terminology:

Below: This means that the child is working out below the age-related expectations for their year group.
Just Below: This means that the child is working towards age-related expectations for their year group.
On Track: This means that the child is working at age-related expectations for their year group.
Greater Depth: This means that the child is working above age-related expectations - at a greater depth standard.

Some children will be working outside of their chronological age group and receiving additional support. These children will be assessed using the standards and expectations for the year group within which they are achieving.

To achieve on track, a child will have worked extremely hard and will be making good progress in their learning journey.

Our target for children is on track which is the expected standard and is an excellent achievement. It is of course a range of attainment and there will be children who are at the lower part of this range and children who are at the highest point of this range. Work is adapted so that children working at all points of this range are sufficiently challenged and supported as appropriate.

Reports

Parent reports are issued at the end of each term.

The Autumn Term report will show the children’s attainment for the first term of their current year group. This report can be discussed at Parents’ Evening appointments.

The Spring Term report will show attainment for the spring term and progress from the autumn term to the spring term. These reports will also show which objectives the child is secure with, indicated by a 2. It will also show which objectives the child needs to work on, indicated by a 1. Teachers will discuss these reports at Parents’ Evenings.

The Summer Term report will include Class Teacher Comments and show attainment and effort for the summer term and progress and effort from the autumn term to the summer term. This report will also include attainment and effort in the wider curriculum.

When assessing the children for the reports, teachers use the results of both summative and formative assessments and how children are getting on in class to come to their overall judgements.