Assessment Overview

How do we assess learning at Long Toft Primary School?


At Long Toft primary, we believe that:

  • Each child is an individual and that our assessment of them should enable them to make progress towards the National Curriculum at an appropriate level.
  • Assessment is most effective when it builds a picture of a child’s performance both daily and over time (including strengths and emerging needs) and is used to target subsequent learning to challenge, inspire and motivate all children in their learning.
  • Assessment supports continual improvement in independent learning but we must celebrate what children do well, as well as identify what they need to do next.
  • Assessment is an inclusive approach and is suitable for all the children in our school. Where additional assessments are needed, these will be used to inform classroom practice, make additional adaptations and plan for extra provision to support additional needs or Special Educational Needs.
  • Assessment judgements are reached in a fair and honest way, reflecting the independent ability of children from a range of evidence. These judgements are supported through rigorous moderation across the school and with other professionals from outside of school.
  • Assessment data is used to track the progress of children across the school, to ensure that they make good progress and achieve their full academic potential. This data is also used to help make further improvements to the school’s provision and performance for the benefit of all the children we teach.


At Long Toft Primary School, we see assessment as an integral part of teaching and learning, and it is inextricably linked to our curriculum.

We use three broad overarching forms of assessment: day-to-day in-school formative assessment, in-school summative assessment and nationally standardised summative assessment.


  1. In-school formative assessment

Effective in-school formative assessment is the day-to-day assessment which is carried out by teachers and is key to effective classroom practice. It enables:

  • Teachers to identify how pupils are performing on a continuing basis and to use this information to provide appropriate support or challenge, evaluate teaching and plan future lessons
  • Pupils to measure their knowledge and understanding against learning objectives, and identify areas in which they need to improve
  • Parents to gain a broad picture of where their child’s strengths and weaknesses lie, and what they need to do to improve


A range of day-to-day formative assessments will be used including, for example:

  • Rich questioning to extend thinking
  • Written and verbal feedback of children’s work
  • Observations
  • Pupil self-assessments
  • Peer marking


  1. In-school summative assessment

Effective in-school summative assessment enables:

  • Senior Leadership Team to monitor the performance of pupil cohorts, identify where interventions may be required, and work with teachers to ensure pupils are supported to make progress and attain personal learning goals.
  • Teachers to evaluate learning at the end of a unit or period and the impact of their own teaching.
  • Pupils to understand how well they have learned and understood a topic or course of work taught over a period of time. It should be used to provide feedback on how they can improve. Learning Journeys are displayed in all phase areas to support metacognitive understanding, building on prior knowledge to support future learning.
  • Parents to stay informed about the achievement, progress and wider outcomes of their child across a period.


Children at Long Toft Primary School are assessed periodically and progress data is recorded on the assessment system ‘OTrack’ and on Class/Year Group RAG rated lists. These assessments are carried out three times a year towards the end of HT2, HT4 and HT6, in addition to baseline assessments for any pupils new to school. Teacher Judgements on OTrack for Reading, Writing, and Maths will relate to the National Curriculum age related expectations and will state whether a child is working Below age related expectation (Entering); Just Below age related expectation (Developing); On-track (AT) or at Greater Depth (GD). In KS2, Spelling, Punctation and Grammar is also tracked. These assessments are used to monitor the performance of individuals, groups and cohorts; to identify where interventions may be required; and to work with teachers to ensure that children are supported to achieve at least sufficient progress and expected attainment. Test materials from NFER are used at the end of term to support teachers with making accurate teacher assessment judgements. Associated diagnostic tools will support teachers with identifying individual, class and cohort gaps in knowledge, informing intervention.


A range of in-school summative assessments will be used including:

  • End of term diagnostics from NFER in Reading and Maths (arithmetic and reasoning) in Years 1-6.
  • Writing assessment moderation sheets for Y1-6
  • Read, Write Inc half termly assessments
  • PM benchmark assessments for reading
  • Short end of topic or unit tests or tasks
  • Reviews of progress against individual targets for pupils with SEN
  • Teacher judgements on OTrack relating to the progress children make towards achieving National Curriculum age-related expectations.


For more information about NFER assessments please see the video below

For more information about Read, Write Inc please see the English page of the website

  1. Nationally standardised summative assessment

Nationally standardised summative assessment enables:

  • School leaders to monitor the performance of pupil cohorts, identify where interventions may be required, and work with teachers to ensure pupils are supported to achieve sufficient progress and attainment.
  • Teachers to understand national expectations and assess their own performance in the broader national context.
  • Pupils and parents to understand how pupils are performing in comparison to pupils nationally.


Nationally standardised summative assessments include:


Reception Baseline Assessments RBA in Half Term 1

     Early Years Foundation Stage (EYFS) profile at the end of the Reception year

     Phonics screening check in Year 1 and resits in Year 2

     National Curriculum tests and teacher assessments at the end of Key Stage 1 (Year 2)      and Key Stage 2 (Year 6)

     End of Year 4 Multiplication Tables check (MTC)



 As a result of assessment, teachers are able to adapt their lessons and the curriculum to make sure they are fully meeting the needs of the children. Additional interventions would be put in place for any specific needs identified.


For more information about standardised assessments please see the video links below.

How do we track the children’s achievement?

  • We use a tracking software called ‘O Track’ to record assessments of the children in reading, writing and maths three times a year
  • These assessments are based on whether children are ‘entering’, ‘developing', 'AT’ or 'working at greater depth' against age related expectations. The definitions below explain what the terms mean at the end of the year when they are reported to parents.

Below average – working at a year group below their actual age

Entering – just beginning to work within their year group expectations

Developing - just below but nearly there

Expected – working at the expected level for their age

Greater depth – working above age related expectations


At each assessment point we always consider whether children are on track to meet their end of year expectations. If they are not we are able to identify a variety of targeted support that we can put in place.


Following the introduction of a ‘mastery’ curriculum, children’s learning is deepened and embedded to ensure they are really secure in it before moving on to new learning.


How do we ensure judgements are accurate?

  • In order to ensure accuracy, we are using assessments from benchmarking and RWInc results for reading alongside teacher judgements. To assist with writing, we have produced writing assessments sheets for each year group to be used as ongoing assessment throughout the year. We also use NFER tests at the end of every term in Years 1 - 6 for reading and maths (Summer Term for Y1 and Autumn Term for Y2). Staff meeting time is given for staff to work together with colleagues within the school and colleagues at other schools to moderate assessments.
  • Senior Leaders check children’s assessments match the work in their books by looking at a selection termly and all children at the end of each year.
  • Children in reception are assessed on entry using the new Reception Baseline Assessment (RBA). This helps to assess what they can do when they enter school and how they can be best support to make progress.
  • All of these additional forms of assessments support the teachers’ judgements alongside the children’s daily learning, work in their books and formative assessment.


What do we do with this data?

The main purpose of assessment data is to inform future learning for each child. Teachers and senior leaders use it to ensure that all children and groups (including pupil premium children) receive the education best suited to their needs which will ensure excellent attainment and progress for all. Teachers meet senior leaders termly to review the progress of pupils. Governors are given an overview of the achievement of each class and cohort termly.


Parents are kept informed about their child’s achievement at Parents’ Evenings and through annual reports. If there is a concern about a child’s progress, the parent will be contacted to discuss additional support the school and home can provide for the child. Parents may contact school at anytime to arrange to speak to their child’s teacher about any aspect of their child’s progress.


Please see the Assessment and Feedback Policies for further information.