Assessment

Assessment at Kells Lane Primary School

At Kells Lane, we believe that assessment is not something that happens to children — it is something that happens for them. We want to know every child well: what they can do, what they’re ready to learn next, and where they need a little more support to keep moving forward. That knowledge is what allows us to make sure every child at Kells Lane has every chance to Find Their Remarkable.

Our Approach to Assessment

Assessment at Kells Lane is both rigorous and supportive. We use a range of assessment approaches to build a clear, accurate picture of what every child knows, understands and can do — and to identify quickly where any child needs more support or a greater challenge. Our teachers are highly skilled assessors who use assessment information every day to plan lessons, adjust their teaching and respond to the needs of individual children and groups.

We use two complementary forms of assessment:

Formative assessment happens every lesson, every day. Teachers use questioning, observation, marking and feedback to understand where children are in their learning and to adapt their teaching in the moment. This includes whole-class feedback, targeted questioning and low-stakes retrieval activities that help children consolidate and remember what they have learned.

Summative assessment gives us a broader picture of children’s attainment and progress at key points across the year. We use a combination of school-designed tasks, nationally standardised assessments and teacher judgements to track progress across all year groups.

Together, these two approaches ensure that assessment is always purposeful, always accurate and always focused on the child in front of us.

Assessment in Early Years 

When children join us in Nursery, we carry out a careful baseline assessment to understand each child’s starting points across all seven areas of learning. This helps us plan provision that meets every child’s individual needs from day one. In Reception, children complete the statutory Reception Baseline Assessment (RBA) in the first weeks of school. Throughout the year, our practitioners observe children continuously, recording their learning and development using our EYFS tracking system. At the end of Reception, children are assessed against the Early Years Foundation Stage (EYFS) Profile, which tells us whether each child has reached a Good Level of Development and is ready for Key Stage 1.

Phonics progress is tracked half-termly using Read Write Inc., ensuring that any child who needs extra support is identified quickly and receives it promptly.

Assessment Key Stage 1 and Key Stage 2

Across Years 1 to 6, we use a termly assessment cycle to track progress in Reading, Writing and Mathematics. Teachers assess children against year group expectations and record their judgements on our school tracking system, which allows senior leaders to review progress across classes and year groups.

In Mathematics, we use STAR Maths as the basis for our teaching and assessment, with regular low-stakes quizzes and end-of-unit checks to identify gaps and inform next steps. Our mastery approach means that depth of understanding is always prioritised over pace.

In Reading, for Year 1, phonics progress is tracked half-termly using Read Write Inc., ensuring that any child who needs extra support is identified quickly and receives it promptly. From Year 2 upwards, teachers make regular assessments of children’s comprehension, fluency and range using a combination of whole-class reading discussions and STAR Reading assessments. Children’s reading progress is closely monitored, particularly for those at risk of falling behind.

In Writing, teachers make holistic judgements based on children’s independent written work across a range of genres. Teacher judgements are moderated regularly within school, ensuring consistency across classes and year groups, and we also take part in moderation with local Gateshead schools and through Education Gateshead, so that our standards are robustly benchmarked against the wider local picture. This means that when we tell you your child is meeting or exceeding expectations in writing, you can be confident that judgement is accurate, fair and externally validated.

From Year 2 upwards, we use Grammarsaurus to support the teaching and assessment of grammar and spelling.

Gateshead Writing Assessment Profile

Kells Lane Primary School Writing Assessments: Y1-Y6

In Science, we use the Gateshead Science Assessment Profile (GSAP), developed by Education Gateshead, to assess children’s knowledge and understanding across all programmes of study from Year 1 to Year 6. This gives teachers a consistent framework for judging whether children are working towards, meeting or exceeding the expected standard — and for identifying the next steps in their scientific understanding. Alongside this, scientific enquiry skills are assessed practically as an integral part of every unit, ensuring that children develop as confident, curious scientists as well as building secure subject knowledge.

Statutory Assessment Points

We follow all statutory assessment requirements set out by the Department for Education:

• Reception: Reception Baseline Assessment (RBA) and EYFS Profile (Good Level of Development)
• Year 1: Phonics Screening Check
• Years 2 & 3: Phonics Screening Check re-sit for children who did not meet the standard in Year 1
• Year 4: Multiplication Tables Check
• Year 6: End of Key Stage 2 tests in Reading, Grammar, Punctuation and Spelling, Mathematics, and Writing teacher assessment

Pupil Progress and Intervention

Every term, senior leaders meet with class teachers for Pupil Progress Meetings to review the progress of every child. These meetings bring together assessment data, teacher knowledge and wider pastoral information to build a full picture of each child’s needs and trajectory. Where children are not making the progress we would expect, we agree time-limited, targeted interventions to help them close gaps and get back on track. These interventions are monitored carefully and adjusted if progress remains insufficient.

To help families prepare for these conversations, we send home a Pupil Progress Report twice a year, ahead of each Parents’ Evening. These short reports give you an up-to-date picture of your child’s attainment in Reading, Writing and Maths — showing whether they are working below, working towards, achieving or exceeding year group expectations — alongside a note on their attitude and effort, attendance, and suggestions for how you can support their learning at home. When you sit down with their teacher, you already have something to discuss, and the conversation can be focused, meaningful and built around your child.

Pupil Progress Report Example

We are alert to the range of barriers that can affect children’s learning — including SEND, social and emotional wellbeing, English as an additional language, disadvantage and attendance — and we ensure that assessment information is used to address these barriers, not simply to record them.

Reporting to Families

We believe that parents and carers are essential partners in supporting their child’s progress. We keep families informed through:

• Autumn and Spring Parents’ Evenings — an opportunity to discuss your child’s progress, celebrate their achievements and agree any next steps
• Annual Written Report — a full summary of your child’s attainment, progress and personal development across the year
• Statutory Results — where applicable, formal results from statutory assessments are shared with families

If you have any questions about your child’s progress or our approach to assessment at any point in the year, please don’t hesitate to contact us or speak to your child’s class teacher.

Assessment in the Foundation Subjects 

Foundation subjects — including History, Geography, Art, Music, RE, French, Design & Technology and RHE — are assessed at the end of each unit, with teachers making professional judgements about the knowledge and skills children have developed. These judgements are reviewed by subject leaders to ensure strong progression and consistent standards across the curriculum. Underpinning this is the clarity of our curriculum design: every unit is built around precise end points — the specific knowledge and skills every child should reach by the close of that unit — and every lesson is mapped in advance through a curriculum roadmap so teachers always know exactly what a successful outcome looks like before they begin. That clarity means progress is visible in every lesson, misconceptions are caught early and nothing is left to chance.

Y3_Medium Term Plan- The Great Greek Rivals Theme- End Points

Year 3 - The Great Greek Rivals History Roadmap

Inclusion and Accessibility

We are committed to ensuring that assessment is accessible and meaningful for every child. Assessment tasks are adapted where needed to remove barriers to access, including adjustments to timing, format, resources and environment. Children with SEND are assessed against appropriate targets, which are reviewed regularly with families. Our SENDCo works closely with class teachers to ensure that assessment is always purposeful and never a source of unnecessary pressure.

We believe that what is right for some of our children is good practice for all — and that an inclusive approach to assessment benefits every learner in our school.