Assessment

The new National Curriculum has been statutory since Sept 2014. Summer 2016 was the first year when statutory assessment did not use levels. The new National Curriculum is premised on the concept of mastery - something which every child can aspire to and every teacher should promote. It is about deep, secure learning for all, with extension of able students (more things on the same topic) rather than acceleration (rapidly moving on to new content). Effective assessment will clearly show how secure pupils are in their learning and prompt the teacher into planning the most appropriate next steps for learning.

The overriding principle of good assessment is that it should be clearly tied to its intended purpose. There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account. Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests.

As an organisation we promote these key Assessment Principles:

• Assessment is at the heart of teaching and learning.
• Assessment is fair and honest.
• Assessment is ambitious and appropriate
• Assessment is consistent.
• Assessment outcomes provide meaningful and understandable information.

We view assessment as the starting point, not end point, for pupils’ learning. Continuous assessments are used by teachers to develop the next steps in pupils’ learning. Pupils then have an on-going dialogue about their work. Written and oral feedback is used, including pupil self-assessment and peer assessment of pieces of work and work is planned against age related expectations and the ability of the children.

Data

Pupils in primary school take statutory assessments including the Early Years Foundation Stage, Phonics Screening Check, Multiplication Check in year 4  and Key Stage 2 tests, and we publish summary data showing attainment and progress across these areas.

Our school is proud to celebrate the strong achievements of our KS2 pupils in the 2024–2025 academic year. 

Key: ARE: Are related expectation

GDS: Greater depth standard

GPS: Grammer, punctuation and spelling

KS 2 Published Data for 2024 - 2025
30 pupils	School ARE	National ARE	School GDS	National  GDS
% achieving in reading, writing and maths	68	62	3	8
% achieved in reading	81	75	26	33
% achieved in writing	74	72	3	13
% achieved in GPS	81	73	29	30
% achieved in Maths	81	74	10	26
% in Science	81	82
Average Scaled Score Reading	104.6	106
Average Scaled Score GPS	105.2	105
Average Scaled Score Maths	103.7	105

Key Stage 2 School Performance Tables

Click the link below to access the School Performance Tables on the Department for Education website.

Severnbanks Primary School Performance Data