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Assessment Principles

In April 2014 The Department for Education set out principles designed to help all schools as they implement arrangements for assessing pupils' progress against their school curriculum; Government will not impose a single system for ongoing assessment.

The principles are:

Give reliable information to parents about how their child, and their child's school,is performing

a. Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.

b. Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.

c. Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.

d. Are reliable and free from bias.

Help drive improvement for pupils and teachers

a. Are closely linked to improving the quality of teaching.

b. Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.

c. Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.

Make sure the school is keeping up with external best practice and innovation

a. Are created in consultation with those delivering best practice locally.

b. Are created in consideration of, and are benchmarked against, international best practice.

What system do we use at Lutley?

We have developed a robust system for tracking attainment and progress throughout the year. The system is being used by other schools in the Dudley borough but was developed at Lutley.

The system works as follows: If your child is in year 3 at the Autumn 1 assessment point they should achieve a 3.1. Your child may also begin the year as a 3.0 which means they are working on year 3 content but have not yet demonstrated knowledge of sufficient skills to be a 3.1. As they move into the second part of the autumn term they should achieve a 3.2 and so on until they reach the end of year 3 and they achieve a 3.6 which means they have made expected progress in that particular subject and have acquired all the skills and information required of a year 3 child in that subject. However you may find that your child exceeds the year 3 curriculum and is being taught a mastery curriculum and they are working at a 3.7 which tells you that your child is working at greater depth within the year 3 curriculum. 

For each year group each subject is set out with a series of key skills and knowledge. The amount of skills and knowledge varies from subject to subject and changes for each year group. For example there may be 12 skills, and areas of knowledge, to cover in Geography for a year 2 child. So each half term they are expected, as a minimum expectation, to acquire and master 2 new skills or gain knowledge about a specified area. Then by the end of the year they will have covered all 12 areas of learning and will be deemed a 2.6. For those children who fail to acquire all the skills and knowledge set out in our curriculum they may finish Year 2 as a 2.4. When this child moves to Year 3 the teacher will still need the child to acquire the skills set out in year 2 in order for them to build upon these skills and knowledge the year 3 curriculum brings.

Gifted and Talented and Mastery

For children who are working beyond Year group expectataions in a curriculum area they will be demonstrating Mastery in their subject. When the senior leaders of the school have seen evidence that a child demonstrates they are working at greater depth in all areas of a subject they will be recorded as .7 in the assessment system. They will not just move onto the next year groups expectations they will deepen and broaden their skills and aptitude in the subject instead.

Special Educational Needs

In terms of children with Special Educational Needs they may be a 2.1 when they are in Year 4 but it is clearer for parents and the children the level at which the child is working at in comparison to where they should be within the challenging curriculum we have set out.

This will help us to deliver the Assessment Principles guideline above to "Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling."

Half termly updates for parents

As we have done for the last 6 years we shall continue to complete our 1:1 Learning review weeks each half term. This gives parents up to date information on how children are doing in reading, writing and maths and what they need to work on further to improve their work.

How does this system link to teacher performance?

By looking at the teacher assessments for each subject each half term we can see where teachers need to focus their attentions the next half term for children who are at risk of falling behind or who are exceeding.

In addition to this the leadership team of the school look fortnightly the progress of these children and have discussions with the headteacher as to how they are supporting the child and the class teacher to ensure they are making expected progress.


As there are a number of schools using this system in the Dudley borough we are going to benchmark our levelling by moderating children’s work locally. We aim to do this termly so that we know the standard of work expected for each scale point for each year group. We will then create a portfolio of expectations to ensure we are levelling children accurately.