Assessment policy


We assess children formally and informally throughout their time at St Peter's.  This provides teachers  with clear information when planning appropriate work, and enables them to give feedback to the children and their parents and carers about attainment and progress.  Assessment also enables teachers to set short and longer term targets for children to move forward in their learning.  End of Key Stage assessments also inform the transition process within the school and as children transfer to their secondary schools.


The Assessment for Learning approach permeates all areas of the curriculum with children and staff referring to learning intentions and success criteria within lessons.  Children have the opportunity for self and peer evaluation and are encouraged to reflect on their learning in each lesson and consider their next steps. 


Children are more formally assessed at key points during each term of the school year to provide baseline information in the Early Years or on entry and to identify progress and areas for development.  Assessments are carefully tracked to ensure children's progress is consistently good and to identify any need for further intervention or support. 


At the end of Reception, an Early Years Foundation Stage Profile is completed for each child, which gives information about achievement in each area of learning, as well as the characteristics of effective learning they display.  At the end of Year 1, children's phonic knowledge is assessed in relation to a national standard.  End of Key Stage 1 assessments take place at the end of Year 2 through teacher assessments and the use of standardised assessment tests and tasks (SATs) in English (speaking and listening, reading and writing), Maths and Science.  At the end of end of Key Stage 2, children also sit SATs, which are externally marked and accompany teacher assessment levels. These SATs tests are for Reading, Spelling, Punctuation and Grammar  and Maths.


We analyse these end of Key Stage assessments carefully against local and national results and use this analysis to raise our standards and expectations further and to highlight any areas that may need particular attention within our curriculum provision.