Assessment

At Frittenden CEP School, we are committed to ensuring that every child makes the best possible progress in their learning. To support this, we use a robust and purposeful approach to assessment and tracking across the school year.

Termly Assessments

We assess pupils formally at three key points in the year – Autumn, Spring, and Summer – using NTS (National Test-Style Standardised) Assessments in Reading and Mathematics. These carefully designed assessments provide reliable data that helps us:

Track individual pupil progress and attainment against national expectations.
Identify gaps in learning and tailor teaching to address these promptly.
Support accurate teacher assessment judgements in reading and maths.

In Writing, we use teacher assessment supported by ongoing moderation and exemplification materials to ensure consistency and accuracy.

Pupil Progress Meetings

After each assessment point, the Headteacher and SENCO meet with class teachers for Pupil Progress Meetings. These discussions focus on:

Reviewing individual and group outcomes.
Identifying pupils who are not on track and discussing appropriate interventions.
Celebrating success and sharing effective practice.
Monitoring the progress of vulnerable groups, including pupils with SEND and those receiving Pupil Premium support.

These meetings ensure that all pupils are supported and challenged appropriately throughout the year.

Reception Baseline and EYFS Assessment

At the beginning of Reception, pupils complete the Reception Baseline Assessment (RBA) – a short, practical activity-based assessment focusing on early literacy and numeracy skills. This gives us a snapshot of each child’s starting point and supports planning for a smooth transition into school life.

Throughout the year, Reception staff carry out regular observations and assessments across the EYFS curriculum to inform planning and ensure children are making good progress toward the Early Learning Goals.

Phonics Assessment

Phonics progress is closely tracked across Reception and Key Stage 1 through regular phonics assessments, typically every half term. These help us:

Ensure systematic progression through our chosen phonics programme.
Identify pupils needing extra support or intervention.
Prepare children for the Year 1 Phonics Screening Check, which takes place each June.

For pupils who do not meet the expected standard in Year 1, additional support is provided, and they re-take the screening in Year 2.

Assessment in Foundation Subjects

In addition to core subjects, we place a strong emphasis on the progression of skills and knowledge in the foundation subjects, such as History, Geography, Science, Art, and Design Technology. Assessment in these subjects is ongoing and formative, enabling teachers to respond to pupils’ needs in real-time.

Teachers assess children’s understanding in a variety of ways, including:

Quizzes and low-stakes retrieval activities to check knowledge recall.
Pupil voice and class discussions to gauge understanding and vocabulary use.
Practical tasks and written outcomes, such as maps in geography or annotated diagrams in science, to demonstrate skill development.
Observations and questioning during lessons to assess application and reasoning.

These assessments are closely linked to the curriculum documentation, ensuring that children are learning and remembering the key knowledge and disciplinary skills specific to each subject. Subject leaders monitor the impact of teaching through book looks, learning walks, and pupil interviews to ensure consistency and progression across the school.