Assessment

Formative (at the point of teaching) assessment takes place in every lesson through regular quizzing of the children to check their understanding. This includes spelling tests from the statutory word lists and key vocabulary, as well as factual information of the context and knowledge of grammatical functions. Previous learning is revisited to embed the knowledge within the long-term memory.

The children have termly phonics assessments to check for decoding ability and fluency testing using DIBELS. The research evidence indicates that generic reading comprehension tests assess children’s vocabulary and background knowledge more than their reading ability. We therefore do not use generic reading comprehension tests to test their reading ability, but to further support teacher assessment, as well as expose children to exam-style questions and conditions. Reading fluency tests are a better indicator of children’s reading progress. The DIBELS assessments identify whether children are reading at an age-appropriate level and give detailed diagnostic information on key aspects of reading, so that teachers know exactly where and how to give additional support.



We assess pupils’ writing termly against our KLI (key learning indicators), and moderate within clusters across our trust. Additionally, every year group participates in a system called Assessing Primary Writing once a year, where children’s writing is judged anonymously and ranked with other pupils nationally. This supports our professional judgements and shows us how our children’s writing compares across the country.