There is no national requirement for schools to assess and record progress in a particular way. Schools have been charged with developing their own assessment systems to show how children are acquiring the key concepts, knowledge and skills within their year group of the National Curriculum.

Assessment at Moulton

At Moulton, all teachers assess children’s learning continuously as part of their daily classroom practice. Informal, assessment for learning tells us how well children are achieving the learning outcomes. This information is then used to plan when the class and individuals need more support and practice and when they are ready for greater challenge. More formal assessments, usually in the form of written tests, are carried out several times a year and the information from these also support teachers’ judgements about how well the children are doing.


At Moulton, we follow a feedback policy that helps children improve their learning and builds their confidence and self-esteem. We believe that children should receive constructive feedback which is motivating (encourages them) and meaningful (tells them what they need to do to improve). Feedback and marking should also be manageable for staff, allowing them more time to assess children’s needs and to plan to make their learning fun and engaging.

Effective feedback encourages children to take greater ownership of their learning; it helps them to reflect on what they are doing well and what they need to do to improve.

Why is some work marked by the teacher and some not?

Children will receive feedback about their work in a variety of ways throughout the course of a typical week.  At Moulton, we use one of the most effective methods – live feedback - extensively. This is verbal feedback delivered to individuals or the whole class/group during the lesson. This allows the children to review their work so far and add/amend detail or information to improve it and achieve the learning intention. Other feedback methods will include:

  • Whole class feedback after the lesson – this is what we did well and these are the things we need to improve. Children may then be asked to review their work and improve it using a ‘purple pen’.
  • Self and peer assessment - this is children marking their work against a checklist or using a marking station
  • Teacher/TA marking during or after the lesson.

All of these approaches are valuable and used throughout a typical school week.

See Moulton Feedback Guide for Parents on left hand menu

Reporting to Parents

Feedback to parents about children’s attainment is provided twice a year in the mid-year and end of year reports and through two parent-teacher meetings. Parents will know from this feedback if children are working towards the expected standard, have met the expected standard or if they are working above the expected standard for their age.

Statutory Assessment

The national curriculum is organised into blocks of years called ‘key stages’ (KS). At the end of each key stage, schools are required to formally assess children’s performance against national outcomes. Statutory assessments that all schools must follow are conducted in reading, writing, maths and grammar, punctuation and spelling.

Early Years Foundation Stage Profile (EYFSP)

The Early Years Foundation Stage Profile is completed in the final term of the year in which children reach the age of five, usually at the end of Reception.

Throughout the year Reception teachers will observe the development of children and track their progress in the age/stage bands, in order to understand the needs of individuals. Progress can be shown on the school tracking system. In the final term of the year, the EYFS Profile must be completed for each child. Outcomes are then shared with parents and carers, together with a short commentary on each child's skills and abilities in relation to the three key characteristics of effective learning.

Year 1 phonics screening check

This is a statutory reading test for children in Year 1 to find out how well they have attained the required phonic reading skills for their age group. The check, in which children read 40 phonically decodable words out loud to a teacher, takes place in June. If children do not achieve the required standard in Year 1 they will sit the test again in Year 2.

Key stage 1 Assessments

At the end of Key Stage 1, children in Year 2 are assessed against the end of key stage outcomes. Teacher assessments are informed by how well the children are meeting the expectations of the reading, writing and maths curriculum and through a more formal test in the following areas:

  • English reading
  • Grammar, punctuation and spelling (optional)
  • Maths

Children take the tests in May and results are usually reported to parents at the end of the school year.

Key stage 2 Assessments

The end of Key Stage 2 tests are often referred to as the Year 6 SATs and take place across the country on the same week in May. Although the tests are taken in Year 6, they reflect aspects of the curriculum in English Reading, English Writing, Maths and Grammar, Punctuation and Spelling from years 3 to 5 as well.

The Y6 tests are marked externally, not by the school, and children receive a scaled score which shows if they have met the expected standard. Parents receive a computer generated SATS Report which is based on the children’s test results. This provides their scaled test score which can be compared to the expected standard score of 100+ and the high score of 110+. This explains to parents if children have met the expected standard for their age, if they are working towards the expected standard or if they have exceeded the expected standard.

Parents also receive a teacher assessment result for each subject which may differ from the test result.

For any further information about school and statutory assessments, parents and carers should speak to class teachers.