Why Do We Assess at Howley Grange Primary School?

At Howley Grange, assessment provides the basis of informed teaching and learning. By using day to day formative assessment, summative assessment and statutory assessments, pupils receive an education that accurately meets their personalised needs.

Assessments are used to:

  • Identify and maintain the progress and achievement levels of all children
  • Inform planning to ensure challenge/support levels are appropriately given
  • Identify strengths and areas for development of individual pupils and organise intervention groups accordingly
  • Celebrate pupil achievements
  • Raise standards of achievement and progress throughout the school
  • Allow pupils to be actively involved in their learning
  • Provide regular information for parents to enable them to support their child’s learning
  • Evaluate the school’s performance against its own previous attainment over time and against National Standards.
    • How Do We Assess at Howley Grange?

      At Howley Grange we use a combination of day to day formative assessment and summative assessment.

      Foundation Stage Assessment

      During the Autumn term, children complete a ‘Baseline Assessment’ which informs the school of the child’s starting point of their education at Howley Grange.

      Within Foundation Stage, children are assessed on a day to day basis through staff observations.

      Staff capture moments through videos, photographs and upload them to the online assessment system ‘Tapestry’. At the end of EYFS, children are assessed against the 17 ‘Early Learning Goals’. Tapestry allows us to track their progress towards these goals by matching their observations with their age related band. At the end of Foundation Stage this data is then passed on to Year 1 to inform staff of children’s attainment and progress levels.


      Assessment in KS1 and KS2

      Throughout both key stages, teachers use a variety of assessments to ensure pupil progress and attainment is tracked accurately and to ensure planning reflects the challenge and support required for each year group.

      Day to Day Assessment (Formative Assessment)

      Observation and effective questioning of pupils within the classroom.

      Focused marking of children’s work against our school mark book. This is in line with year group National Curriculum age related expectations.

      Use of AFL (Assessment for Learning) teachers use this assessment to provide ongoing tracking of children.

      Setting of ‘Gap Tasks’ in marking to support and challenge children’s learning further.

      Self-assessment – pupils highlight the WALT at the end of the lesson with a traffic light system that indicates to the teacher whether the child feels that they have fully understand the learning objective or require additional support on it.


      Summative Assessments

      Termly Assessments - children are assessed on a termly basis where they complete:

    • 1 piece of independent writing
    • An arithmetic paper and a reasoning paper
    • Reading comprehension paper
    • Spelling, Grammar and Punctuation paper
    • (Year 1 termly phonics test.)
    • Star Assessments – computer adaptive tests in reading and maths across KS2.
    • These assessments are used alongside our teacher assessments to form secure and accurate judgements of pupil progress and attainment.

      Statutory Assessments

      Throughout Primary Education, children are required to be formally assessed under Government direction. These assessments are statutory and are completed in the following year groups:

      • Early Years Foundation Stage Profile
      • Year 1 phonics assessment
      • Year 2 SATS - Reading, SPaG, Maths
      • Year 4 Times Table Check
      • Year 6 SATs – Reading, SPaG, Maths
      • SEN – external agency support and assessments where required.

      How Do We Know Our Assessment is Successful?

      At Howley Grange our assessment is rigorous and we are able to acknowledge this through celebrating the attainment and progress of our children.

      On a termly basis staff participate in ‘Pupil Progress Meetings’ where individual children’s progress is discussed and interventions are organised accordingly.

      Pupil Voice – our children are fully aware of their successes and are enthusiastic to develop their next steps in their learning.

      Parents are fully informed of their child’s progress through termly reports and parents meetings and are able to support them accordingly.

      Staff participate in internal moderation and external moderation with other schools to further secure judgements on pupil levels.

      The school compares consistently well against National Attainment.