Assessment & Reporting


As a school we believe the following statements show the purpose of assessment:

  • To help the teacher to evaluate the provision of the curriculum and the way in which it is taught to promote deep level learning
  • To identify the needs of each individual child in order to raise achievement
  • To plan the future learning for each pupil through review and target setting
  • To provide feedback to the pupil and identify individual achievement through the use of success criteria
  • To enable children to take responsibility for their own learning and to involve them in assessing their own progress through pupil self-assessment strategies and to set their own success criteria
  • To provide information for parents governors and outside bodies as well as evidence for moderators
  • To facilitate continuity and progression between year groups and schools

Statutory Assessments


We are very proud of our consistently high results.


We carry out the following statutory assessments:

  • Foundation Stage Profile (end of Reception)
  • Year 1 Phonics screening check
  • Year 2 SATS
  • Year 6 SATS

You can see our school’s performance tables via this link.


How we assess children’s progress and attainment


Formative, Summative and Diagnostic Testing

Children are assessed formatively to enable planning for progression and summatively to show knowledge and achievement gained by a child. Where a child shows a need for extra support diagnostic tests are applied where appropriate.



The teachers should develop observation techniques to aid assessment. These techniques may include: watching what children do; listening to what they say; looking at what they produce; and questioning and interacting. Parents are asked to help with their child’s assessment by commenting on their reading progress and the way in which they tackle their homework.



Children are encouraged to take part in their own assessment. They are told of the learning objectives for each lesson and are encouraged to reflect and discuss how they have progressed in their learning. Children are encouraged to develop the skills of peer and self-assessment by looking at their work, checking if they have achieved the learning objective and checking their own targets.



To ensure assessments are accurate, teachers moderate children’s work internally in phase teams and alongside subject leaders. Telferscot also works with a cluster of school to moderate work and works in partnership with the LA to take part in moderation sessions.


Reporting to parents and governors


In the Autumn term during the first parent conference of the year:

  • Parents are informed of the National Curriculum targets their child will be working on in English and Mathematics.
  • Parents are informed as to whether their child is currently working below, at, or above age expectation and are also given an indication of where we aim for their child to be at the end of the year.

Parents are informed of any interventions that are taking place to ensure their child makes the best progress possible.


In the Spring term during the second parent conference:

  • The child’s progress is reviewed and parents are told whether or not their child is “on track”.
  • Parents are informed of any particular barriers their child is facing and are given further advice on how to best support their child.
  • Written reports are distributed to parents annually in the last term, and parents are given the opportunity to discuss the content of the reports. Reports include an assessment of the child and future targets or ‘next steps’.
  • Reception, Year 1, Year 2 and Year 6 parents are informed of their child’s achievement in statutory assessments.
  • A parent may request to see the class teacher or a member of the SLT at any mutually convenient time if they have any concerns about their child’s progress.
  • Teachers will also ask to see parents if they are concerned about progress of a child in their class.
  • Governors are informed of the standards achieved at the school through statutory tests, teacher assessments and targets published in the LA profile. This is issued in November. This allows for comparisons with other schools.
    Governors are part of the target setting process in the autumn and are kept informed about progress towards targets at sub-committee meetings.