What is ‘Assessment’?

Assessment helps us to determine a child’s understanding and plan for their future needs against expectations from the National Curriculum.


At Michael Drayton, we view assessment as a vital part of the teaching and learning process. We assess through the consistent assessment and recording of attainment – Assessment of Learning - to track pupil progress. We also assess each and every day during each lesson, piece of work and verbal exchange – Assessment for Learning – to inform future learning and curriculum planning.


Many assessments will fall into both categories, and both types will be used as a basis for reporting. Assessment has both formal and informal aspects: the former is an activity that is carefully planned in advance; while the latter is an almost continuous, perhaps even intuitive process, that occurs when teachers observe, question, challenge, guide, encourage and interact with pupils.


To ensure we raise the standards of teaching and learning for all, we need to have a clear picture of the progress of individual children, single classes, groups and cohorts of children. We build up a picture of each child, class and year group to have a longer-term view and plan for each.



The main aim of assessment is to recognise the strengths and talents of pupils whilst identifying and supporting their areas for development. Therefore, we monitor progress to inform future planning for groups of children or individuals.


We also continually evaluate our assessment procedures and plans to provide an effective method of assessing the learner’s progress in skills, knowledge and understanding in relation to the planned learning objectives and Key Skills of the whole curriculum. Assessment is an integral part of our teaching and learning process; we ensure accuracy, consistency and comparability.


The purposes of assessment are:

· To improve the quality of teaching and learning

· To discover what children have learned

· To identify individual needs

· To inform planning and further work

· To assist continuity of work throughout the school

· To act as a means of accountability to governors, parents, the Head Teacher and other agencies

· To clarify the links between curriculum planning and assessment

· To ensure consistency of approach in assessment and record keeping procedures


Forms of Assessment:

1) Formative – Assessment for Learning

Formative assessment is continuous and informs planning, teaching and learning. It takes place in the forms of observation of children’s working with oral feedback and monitoring of children’s work with positive feedback, developmental marking as well as constructive criticism where appropriate. Children have target sheets for core subjects in their books which teachers monitor termly to ensure successes are noted and celebrated and new targets are set. Where teaching is strongest, this is an on-going process between a pupil and a teacher, which is used to inform planning.

Assessment for Learning also involves:

  •  Questioning
  •  Observing
  •  Discussion
  •  Setting targets
  •  Marking which focuses on the learning intention
  •  Assessment against the learning intention
  •  Engaging pupils in reviewing progress
  •  Peer and self-assessments

2) Summative –Assessment of Learning

Working towards the expected standard


(at age related)

Greater Depth





Due to specific learning needs, evidence indicates that the ‘age related’ pitch of learning is not accessible to the individual; therefore, they are working towards the expectations of a different Year Group

Evidence of a few aspects of age related criteria


Secure in some aspects of the age related criteria

Meeting the objectives outlined in the National Curriculum

Secure in all of the age related criteria for their year group and able to choose how/when to apply these skills in a variety of different contexts.

*This is the general guide that supports teachers in assessing where pupils are with respect to the National Curriculum age related expectations.


Summative assessments are assessments of children’s attainment taken to establish a pupil’s progress at a given time.


Value Added

At Michael Drayton, we are committed to adding value to a child’s educational progress.


For example, if a child reaches age related expectations at the end of Key Stage 1, then that child is usually expected to achieve age related expectations at KS2.


However, as we are committed to raising standards, we aim for that child to reach above expected progress by the time they finish their KS2 SATs.


For example, we want children who leave KS1 as ‘working towards the expected standard’ to reach the expected standard by the end of KS2 and those who leave KS1 ‘at the expected standard’ to reach ‘Greater Depth’ by the end of KS2.


The tracking of children’s ‘Value Added’, the progress made against their Key Stage 1 results, will highlight those children working at aspiring, emerging, developing, securing or Greater Depth and who has made accelerated progress.

The Woodlands, Hartshill, Nuneaton, Warwickshire, CV10 0SZ, 0247 639 2272