01253 790282
School Office


Fluke Hall Lane, Ladies Hill,
Pilling PR3 6HA


01253 790282
School Office

Pilling St John’s CE Primary School

Assessment Policy

This policy was developed as part of a consultation process involving staff at St John’s CE Primary School, Pilling on 3 September 2015. Reviewed on 23 November 2015

The objectives of assessment in our school are:

  • to enable our children to demonstrate what they know, understand and can do in their work
  • to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work
  • to allow teachers to plan work that accurately reflects the needs of each child
  • to provide regular information for parents which enables them to support their child’s learning
  • to provide the Head Teacher and governors with information that allows them to make judgements about the effectiveness of the school

Subject Statement

We believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning.

Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim. Our assessment for learning is based on four principles:

  • Making the learning objective (L.O.) clear and using success criteria verbal and written
  • Peer/self-evaluation
  • Pupil feedback
  • Effective questioning

We give our children regular feedback on their learning so that they understand what it is that they need to do to get better. Research has shown that their involvement in the new review process raises standards, and that it empowers pupils to take action towards improving their performance.

Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers make these judgements at the end of a unit of work, the end of a term, or at the end of a key stage. At St John’s, we have a termly summative assessment system, so that we can track individual’s progress and facilitate interventions when necessary. This summative assessment should confirm the on-going formative teacher assessments.

Planning for Assessment

We plan our lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. We strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes for each lesson.

Teachers always share the learning objective (L.O.) with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective (how?), and the success criteria (remember to) against which the work will be judged.

We make a note of those individual children who do not achieve the expected level for the lesson, and we use this information when planning for the next lesson. We also keep this information as a record of the progress made by the class.

Assessment in Early Years Foundation Stage

On entry to Reception, our pupils are assessed using Development Matters and the Early Learning Goals. Results are used to inform planning, set targets and aid early identification of special needs. From 2015 children are also assessed on entry using BASE (CEM’s DfE-accredited Reception Baseline Assessment).

During Reception, children will be assessed using the EYFSP which is based on the teacher’s on going observations and assessments in the three prime and four specific areas. Each term, every child’s developments and achievements are tracked and recorded:

22-36 months
30-50 months
40-60 months+

They are also graded as emerging (1), expected (2) and exceeding (3) according to where they are within that age band.

Termly pupil progress meetings give an opportunity for teachers to identify any children who are exceeding, or below expectations and then arrange interventions where necessary. Learning journeys also record assessments and development across the stages.

Assessment in KS1 and KS2

Children are assessed as above and information is recorded using an Excel Programme that reflects:

Below: This stage should only be used where children are not able to access age typical expectations
WWC: Meeting 25% of the expectations
WWB: Meeting 50% of the expectations
WWA: Meeting 75%+ of the expectations
Met: Meeting all the expectations or best fit in line with key stage descriptors
Exceed: This is the stage that describes children that have exceeded the MET statements
Exceed+: This is the stage that describes children with attainment significantly beyond age typical expectation.

Not all children may have met all the expectations at the end of each year. Those children are tracked and interventions put in place in order to close the attainment gap. This will be done through pupil progress meetings.

If a child has met the requirements in Spring term, the expectation is that they will widen and broaden the learning experiences in the year and to apply the knowledge learnt.

Records and Record keeping

On our planning sheets, we record only those pupils who fail to meet the planned learning objective, or those who achieve more than was planned, so that we can take the needs of these pupils into account when planning for the next lesson. These are updated regularly, as a result of guided reading sessions, streamed spelling sessions, streamed phonics sessions and opportunities for extended writes.

In maths, we record pupils’ progress by highlighting the key objectives for the year group on the Excel grid.

Each term, summative assessments in reading, writing and maths occur and the results are used to confirm ongoing tracker assessments. We also administer standardised tests in reading and spelling on a yearly basis to give children a spelling and reading age. Children requiring additional support are tested more regularly.

Pupil progress meetings are held every term, so that the children who are failing to meet the learning objectives have access to small group intervention and those children who are exceeding expectations are celebrated.

Children who have been assessed as Able, Gifted or Talented are identified so that they can be monitored and where possible be enabled to access wider opportunities. The school is part of a local AGT Cluster and attends and hosts days that enable AGT children to meet with similarly talented children.

Standardisation and Moderation

  • All subject leaders study examples of children’s work and planning within
    their subject area.
  • Year 6 and Year 2 teachers also attend moderation cluster meetings with
    regard to assessing writing
  • HT moderates each classes summative and ongoing assessments at least once every term
  • The school holds in-school moderation meetings and also with other schools to ensure that judgements are standardised.


We have a range of strategies that keep parents informed of their child’s progress in school. We also encourage parents to contact school if they have concerns about any aspect of their child’s work.

In terms 1 and 2 we offer parents the opportunity to meet their child’s teacher. At the first meeting of the school year, we review their child’s learning and discuss targets with parents. At the second meeting of the year, we evaluate their progress against these and other targets which have been set.

During the final half term of the year we give all parents a written report of their child’s progress and achievements. In this report, we also identify target areas for the next school year in literacy, numeracy and science.

In the reports for pupils in Year 2 and 6, we also provide details of the results achieved in the statutory tests. We also report the results of the Year 1 Phonics Screening Check at this time.

Feedback to Pupils

We believe that feedback to pupils is very important, as it tells them how well they have done, and what they need to do next in order to improve their work. We have an agreed code for marking (see Marking Policy), as this ensures that we all mark in the same way, and the children learn to understand it.

We give children verbal feedback on their work whenever possible. We usually do this when the children are working during a lesson, although we sometimes give feedback on a particular lesson at the beginning of the next one. When lesson time does not allow for verbal feedback, we write a comment on the children’s work during marking. We give written comments to children of all ages.

When we give written feedback to a child, we relate this to the learning objective for the lesson. We make clear whether the objective has been met, and we produce evidence to support our judgement. If we consider that the objective has not been met, we make it clear why we think so. In either case, we make it clear what the child needs to do to produce even better work in the future.

We allow time at the beginning of each lesson for the children to absorb any comments written on their work, to answer any questions written on it by the teacher, and also to ask any questions of their own. We do this, to ensure that the time our teachers spend on marking really has an impact. We provide dedicated time each week for responses to marking, consolidation and completion of work.

Roles and Responsibilities

Governing Body/ (SEC)

  • Evaluation of Impact
  • Hold the HT to account
  • Whole school overview record
  • Summary of attainment and progress for each cohort and significant groups

Head Teacher and Assessment Leads

  • Whole school analysis (inc trends over time)
  • Highlighting areas for improvement and allocation of resources (staff/materials/training/accommodation etc)
  • Managing the Monitoring/Assessment Calendars
  • Ensuring that decisions made and agreed are carried out
  • Prepares whole school data for presentation to the governors
  • Monitoring the performance of teachers and overview of pupils
  • Analysing cohort/group data and preparing it for presentation to governors
  • Holding subject leaders/teachers to account for targets set
  • Holding pupil progress meetings to discuss individual/group/class performance using data prepared by the teachers
  • Hold teachers to account for impact where resources have been allocated
  • Ensure targets set lead to improved performance/ rise in attainment

Head Teacher and SENCO support

  • Monitor the performance of vulnerable groups(SENCO)
  • Analyse and report on attainment and progress
  • Highlight areas of strength to celebrate and weakness to support
  • Moderate and address issues arising from mismatch between data/pupil books/observations etc
  • Hold teachers to account for performance in their team.


  • Operate within the assessment time frame
  • Meet or exceed the targets set for each child
  • Record and analyse pupil/ group results
  • Highlight areas to celebrate and to address ready for pupil progress meetings
  • Prepare for pupil progress meetings
  • Plan for timely intervention where needed and report impact
  • Record results ready for input onto the Tracker
  • Aware of the impact of their performance upon the whole school

The following trackers are used to measure the children’s progress throughout the year. These are shared with the staff and interventions are planned as a result of them.

Tracking Progress in ?? – Year X 2015-16 (AUT)

: This stage should only be used where children are not able to access age typical expectation
WWC: Meeting 25% of the expectation
WWB: Meeting 50% of the expectation
WWA: Meeting 75%+ of the expectation
Met: Meeting all the expectations or best fit in line with key stage descriptor
Exceed: This is the stage that describes children that have exceeded the MET statement
Exceed+: This is the stage that describes children with attainment significantly beyond age typical expectations