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    Impact is how we know that our curriculum is doing what we intended - that is are the children safe, happy, creative, learning and successful ?


Assessment in English and Maths

  • We measure the pupil's progress through seeing their progress in their writing, their progress in phonics and reading levels and their mathematics work.  Pupil workbooks provide good evidence for the impact of our curriculum.
  • In Reception we assess the children against the Early Years Curriculum in reading, writing and maths. This assessment is ongoing throughout the year.
  • In Year 1 and 2, a combination of standardised assessment and teacher assessment is used to assess the children against age related expectations in reading and maths.  Teacher assessment is supported by Target Tracker statements and the National Curriculum expectations. 
  • In reading, maths and writing teacher assessments are undertaken half termly with a standardised test (such as an NFER test) at the end of each full term. 
  • Parents receive 3 written  progress updates per year - a short report in Autumn and Spring, and a full report in the Summer term.


SATS - now optional from 2024

At the end of the year, Year 2 children are assessed by their teacher against the Age Related Expectations for the Key Stage. The children will take optional SATS papers in May to help the teachers assess the children.  Even though these SATS are optional from 2024 onwards we will use them as they will provide helpful information to the teachers.


Assessment of subjects other than English and Maths

Our aim is to use assessment as a process to help the teachers plan lessons to motivate, stretch and challenge all children in all areas of the curriculum.


We have developed a set of principles to support us in this aim. The assessment should:

  • Have pupil voice as central to the process
  • Encourage children to reflect and retain knowledge skills and understanding
  •  capture what children know before and after a topic
  •  Support teacher planning
  •  Not take teacher time and focus away from teaching the pupils.



In Reception the teachers create a topic display or working wall to capture children’s questions, photographs, drawings and achievements in the current topic.  This will be added to over time whilst the topic remains “live”, and the teacher and children will refer to this when reflecting on children’s progress.  


A summative assessment at the end of the academic year is made to capture the children’s attainment against the Early Learning Goals.  This assessment will support transition to Year 1.


Key Stage 1

In Year 1 and Year 2 the teachers and children will use a “KWL” document at the beginning and end of a topic.  These will capture what the children already know (K) would like to know (W) and what they learned (L).  The children will use a combination of drawing and writing to capture their knowledge and understanding, dependent on the age and development of the pupil.  The teacher will use the relevant National Curriculum statements to assess the pupil at the end of the topic, and this will feed into the summative assessment.


A summative assessment at the end of the academic year will be captured on our electronic system to support transition to the next year group. (Science will be captured twice in the year).


How will you see this policy in action?

In all year groups children will understand what they are learning through their topic work, and will be able to reflect on their growing knowledge.  Children, including those with SEND, will be able to express their learning in a way meaningful to them, for example a child drawing a bird flying over a town to express learning about a bird’s eye view in map work.