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Assessment in Year R

From September 2015 The Firs, began using a baseline assessment to develop an accurate picture of where a child is with their learning in key areas of the Foundation Stage curriculum. This helps us to ensure that the learning in Pine is accurately tailored to children’s needs.

Staff use ‘Development Matters,’ age banded descriptors, to monitor children’s progress in YR, using all the evidence collected through observations during the year. Observation evidence is recorded using the online 'Tapestry' database which builds the children's 'Learning Journey', sharing it as it happens with parents, who can log on to see what their child has been doing and learning. At the end of the year, children’s attainment is assessed against the Early Learning Goals. This assessment is shared with the parents at the end of the year.

Year 1 Phonics Test

In the summer term children in Year 1 take the national phonics test. This test looks at children’s ability to use a phonic approach to read a list of real and ‘nonsense’ words. The test has a pass mark (determined by the government each year) and the results are shared with parents at the end of the year. (Children who do not achieve the pass mark in Y1 are re-tested at the end of Y2 and the results of this assessment are also shared with parents).

Year 2 SATS

Standard Assessment Tasks (SATs) are administered in year 2 (the end of National Curriculum Key Stage 1). Their purpose is to give an indication of each child’s performance. Children are assessed in writing, reading and comprehension and maths. Speaking and listening skills and scientific knowledge are also assessed by the teacher. The Firs chooses to administer these assessments at the end of the year, to support the evidence from children’s work, which the teachers use (like their colleagues in every year group) to arrive at a judgement concerning each child’s attainment.

Continuous Formative Assessment Y1-Y4

A system of continuous assessment, both formal and informal, is used to monitor pupils’ progress throughout the school. The information obtained provides a basis on which the teacher will plan appropriate programmes of work. It also enables us to identify any areas where further support might be needed, to ensure that every child is achieving their best.

From September 2015, The Firs is using the ‘Rising Stars’ progression framework which provides a comprehensive list of objectives to plan learning, based on the National Curriculum programmes of study for each year group. The ‘Key Performance Indicators’ (KPIs), a chosen key selection of these objectives, are used to assess and make judgements concerning the attainment of individual children. This information is then updated by teachers and tracked throughout the year, with the aim of ensuring that by the Summer term, all of the KPIs have been achieved for that year. This is the ‘expected standard’ at the end of each year.

At the end of the year, we will then report if each child is ‘Beginning’ (is beginning to work towards the end of year expected standard) ‘Developing’ (has achieved many of the KPIs and is on the way to achieving the expected standard), ‘Expected’ or ‘Secure’ (has achieved all of the KPIs) or ‘Exceeding’ (is working at greater depth within the standard for their year group).

The table below sets out the assessment terminology used by the school and relates it to the terminology chosen by the Government for Year 2 assessments in 2015/2016.

Assessment terminology

Assessment against KPIs

Working toward standard / end of year expectations

Met 100% of KPIs – (Achieved standard for that year)

Met 100% of KPIs in a more complex / demanding way.


Year 2

 ‘Pre Key Stage (foundations for standard) (PKF)

 ‘Working Towards the Standard’ (WTS)

achieved the EXpected Standard


working at Greater Depth within the Standard (GDS)


Year 1, 3 and 4



‘Meeting end of year expectation’, ‘working at the expected level’ or ‘Secure’





















The Government expect each child to be able to use their skills and knowledge in a wide range of activities and contexts. Therefore our focus is on providing a broad, creative and challenging curriculum, where each child has the opportunity to consolidate their learning within their own year group before moving on.

Information for parents

In September induction evenings are held to enable parents and staff to meet each other and begin to development the important relationship which will allow home and school to work in partnership to promote each child’s learning.

In January, parents receive an interim report to give a summary concerning children’s attainment and effort over the autumn term.

In the spring term there are parent / teacher consultation meetings, where there will be an opportunity to view children’s work and discuss their progress and attainment and any strategies to give children further support or challenge, to ensure they are achieving well (and in Y1-Y4 if they are on course to achieve their end of year targets.)

The September and Spring term meetings are important opportunities to meet and discuss children’s progress but we always stress however that if parents are concerned about their children, for whatever reason, they are welcome to come in and talk with the class teacher.

Towards the end of the summer term, all parents are given a written report about their child’s attainment and progress over the year. This report also reflects on them as an individual and the contribution they have made in other areas of their learning.

The Firs, like Maulden Lower School, Russell Lower School and Alameda Middle School are using a very versatile online data management program to record pupil assessments. The attachments below however are the paper versions of the ‘Rising Stars’ framework for Years 1-4, which we have included here, so parents can see the objectives that govern the teaching programme we follow. Also attached below are the KPIs, produced by the National Association of Headteachers (NAHT) which are the key objectives that have been chosen, to assess the attainment of each child.