Assessment is a continuous process, which is integral to teaching and learning, allowing children to achieve their true potential. 

The aims of assessment

• To gather information about the performance of individual children, groups and cohorts in order to inform target setting and to monitor progress. 
• To provide information to inform the school’s strategic planning.
• To inform curriculum design and inform teachers' planning. 
• To track individual, group and cohort progress.
• To allow the Governing body to be informed of the school's standards, progress and achievement. 
• As part of the learning process.
• In order to provide developmental feedback - the next steps can be planned for.
• To assess the impact of the curriculum and make judgements 
• To share with you how well your child is doing in school. 
• Learning difficulties can be identified quickly and appropriate help can be given in a timely manner. 

All subjects are assessed in the following ways:

Assessment for learning/ formative assessment 

This is day-to-day assessment. It focuses on how a child learns and what the child's learning outcomes are. Peer and self assessment is encouraged. Adaptive teaching is in place which responds to pupils' strengths and misconceptions.

Assessment of learning/ summative assessment

This type of assessment is done at the end of a unit (usually following a half term). It could be a series of questions at the end of a science unit, or a unit quiz at the end of a maths unit. 

In Terms 2, 4 and 6, every class teacher will also assess the children in the full range of subjects. 

Making Sense of Assessment

At the end of each term, every class teacher is required to carry out assessments in reading, writing, maths and science. These assessments are recorded centrally to enable the class teacher and Headteacher to monitor pupil progress. These are largely summative assessments, although obviously they can be used to identify particular strengths or weaknesses to be addressed in future learning.

In addition to these formal assessments, teachers will be continually making assessments of children’s progress and use these to inform future planning to meet the children’s needs. This could be through looking at written work and marking to indicate the next steps, through observations or through questioning.