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At Scholes Village Primary School, we believe in assessing pupils to inform learning.

The most important assessment we carry out is the day-to-day assessment routinely done in every lesson to decide whether a child has understood something and what their next steps need to be when planning a sequence of lessons. Higher up school, we believe the pupils should be a part of this and they are encouraged to self-assess.


Teachers also assess every pupil half-termly to ensure they are on track and are making continued progress.

In all subjects our pupils are assessed as either:

- Working towards the expected standard

- Working at the expected standard

- Working in greater depth at the expected standard


We use a variety of tools to assess pupils’ progress and make the decision as to whether they are at the required standard. These can be summarised as follows:



Pupils in Years 1-6 complete unit assessments and termly written assessments (White Rose Maths Hub) which consist of age-appropriate assessments to check unit understanding, a reasoning paper and an arithmetic paper.



Pupils in Years 2-6 again complete a short half-termly online assessment using the ‘STAR Reading’ programme, which gives teachers a reading age for all pupils and this age is used to determine whether they are on track. The test also gives the pupil a ‘zone of proximal development’, which is the optimum zone in which they must pick their reading books without having too much frustration.

Years 1-6 also complete a termly written comprehension test (Headstart Reading) which is used with the online test to build up a picture of each individual pupil.



Pupils are assessed every half-term based on the pieces of writing that they have produced. We have broken up the end of year expectations for each year group into 3 steps to ensure each pupil remains on track throughout the year. Teachers then use a range of writing work and make an overall judgement based on these expectations for that half-term.


In all other subjects, teachers look at work produced and make a judgement based on end of year expectations and whether a pupil is on track to meet those expectations and make good progress these are recorded assessments broken up into subject strands.

FFT aspire and tracking is used to monitor attainment and track progress and this is used to inform Pupil Progress Meetings.

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