After trying two commercial tracking systems, we have now decided to use the 21 steps to track pupil progress and attainment in Years 1 - 6. All pupils are continually assessed against the objectives that they are learning. Teachers will assess learning throughout lessons and then through looking at and marking books: this allows teachers to modify planning and ensure that all pupils are making progress. 

In EYFS pupils are assessed at the beginning of the year to establish a 'baseline.'  The Early Years and Foundation Stage Framework programmes are used as a basis for curriculum teaching throughout the year.  At the end of the academic year the pupils are assessed against the programmes to see if they have met the Early Learning Goals - the skills, knowledge and understanding they should have gained by the end of summer term in readiness for key stage 1.

In key stage 1 and 2 formal assessments take place seasonally. Teachers use formal assessments for gap analysis purposes and to inform their planning and provision maps for the following term. We use a variety of resources for formal assessment: PIRA (Progress in Reading Assessment), infer (CAT4B), rising stars, White Rose Maths assessments and Suffolk reading test for reading age. 

Every term the SEND-Co and Head teacher hold pupil progress meetings with class teachers to look at the attainment and progress of pupils and plan the next steps. Together, they identify pupils who are in danger of falling behind or those that are not making the progress they should be. Strategies are put in place to enable pupils to catch up and keep up.