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Assessment Guidance


Assessment Arrangements


Changes to the National Curriculum and Assessment

In September 2015 the DfE introduced changes to both the curriculum and the way in which we assess children in terms of their progress in Key Stages 1 and 2.


So what do this mean for my child?

The new curriculum is more challenging than the previous national curriculum and there are higher expectations of what children need to know, understand and be able to do.

However, we have always judged the potential of children as they enter and travel through our school in order to ensure that we can help them achieve their very best.  We do this through ensuring that our school curriculum is designed to engage and motivate your child to learn and to develop their skills, knowledge and understanding of the world in which we live and how together we can flourish through mutual respect and responsibility.

How will my child be assessed?

The level descriptors used to measure your child’s progress have been replaced with the term “age related expectation”.  This means how well your child is able to apply their knowledge, understanding and skills in relation to children of the same age.  The DfE has produced programmes of study for each age group in the primary age range which details what children are expected to know and do.  This is reported in school year groups so for example, if your child is in Year 3, are they able to demonstrate their ability to work at a similar level as other Year 3 (aged 8) children can across the country?

In order to ensure we are accurately judging your child’s performance within our school, we moderate our teacher judgements with other schools in the locality and we attend local authority moderation workshops to get the county perspective.  This will be/is followed up in some year groups by using standardised tests in reading and mathematics to obtain an age standardized score.

How can I see the difference between the old and new curriculum?

The main aim is to raise standards, particularly as the UK is slipping down international student assessment league tables.  Inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, it’s designed to produce productive, creative and well educated students.

Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills such as essay writing and computer programming.

The table below summarises the main changes in the core subjects covered by the National Curriculum:


What’s new?


Stronger emphasis on vocabulary development, grammar punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1)

Handwriting – not currently assessed under the national curriculum – is expected to be fluent, legible and speedy.

Spoken English has a greater emphasis, with children to be taught debating and presenting skills.


Five year olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10).

Simple fractions ( 1/4 and ½) will be taught from KS1 , and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8)

By the age of nine, children will be expected to know times tables up to 12 x 12 (currently 10 x 10 by the end of primary school)

Calculators will not be introduced until near the end of KS2, to encourage mental arithematic.


Strong focus on scientific knowledge and language, rather than understanding the nature and methods of science in abstract terms.

Evolution will be taught in primary schools for the first time.

Non-core subjects like caring for animals, will be replaced by topics like the human circulatory system.

Design &


Afforded greater importance under the new curriculum, setting children on the path to becoming the designers and engineers of the future.

More sophisticated use of design equipment such as electronics and robotics in KS2, children will learn about how key events and individuals in design and technology have shaped the world.


Computing replaces information and Communication Technology (ICT), with a greater focus on programming rather than on operating programs.

From age five, children will learn to write and test simple programs, and to organise, store and retrieve data.

From seven, they will be taught to understand computer networks, including the internet.

Internet safety – currently only taught rom 11-16 – will be taught in primary schools.


Currently not statutory, a modern foreign language or ancient language (Latin or Greek) will be mandatory in KS2.

Children will be expected to master basic grammar and accurate pronunciation and to converse, present, read and write in the language.


What does this mean in terms of reporting my child’s progress?

All schools have a statutory duty to at least once a year provide a written report to parents outlining their child’s academic achievements, their other skills and abilities and their progress in school for each core subject (English, mathematics and science), religious education and the foundation subjects (history, geography, computing, art & design, design technology, music, PSHE, physical education and modern foreign languages).  The school will advise you whether your child is meeting the age related expectations for the (core) subjects and how they are supporting your child if they are not.

In addition to this, if your child is taking statutory assessments (phonics or KS1 or KS2 tests), you will be informed of your child’s performance in these tests.

As there have not yet been changes to the national testing, you will be given a level for your child for these,  Key Stage 1 (Year 2 pupils – expected level being 2) or Key Stage 2 (Year 6 pupils – expected level being 4).  For the phonics screening check you will learn whether your child has met the threshold for the test i.e. the age related expectation.


Early Years Foundation Stage


• EYFS will continue to assess against the Foundation Stage Profile

• Transition visits to pre-schools and homes are arranged wherever possible for all children joining the EYFS. 

• Early assessments begin during home and pre-school visits through observations of children's abilities.

• Conversations with pre-school key practitioners and pre-school assessments are taken into consideration when assessing children's skills on entry to EYFS.

• Parents' knowledge of their children is key and feeds into assessments, both before entry and on-going throughout EYFS.

• Parents are invited to contribute their assessments by recording home achievements and talking with staff on a daily basis. 

• Parents are invited into the classroom each morning so that these conversations can take place.

• On entry to the EYFS, observation and tasks in our on entry assessment are used to indicate the ages and stages of children within the prime and specific areas of learning.

• Observations of what children can do during child-initiated activities are used to support judgements. All staff contribute to these assessments.

• The chronological ages of children on entry are used to determine whether children are performing at an expected level of development.

• Moderation meetings are held across schools in week 3 to ensure consistency of judgements.

• Each child's assessments are recorded on their Early Years Foundation Stage assessment grid in their learning journey. This is updated each term and informs the plan for that child's learning.



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