Assessment without Levels

In September 2015 a new National Curriculum was introduced and levelled assessments (3c, 3b, etc.) were removed. This is because the new curriculum, which is based on developing children’s depth of knowledge and understanding, has much higher standards and expectations. Assessment levels did not allow for this and sometimes meant that teaching was overly focussed on getting the children across the next threshold and into the next level, without necessarily developing a secure understanding of the concepts and skills required.

There is now 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.

At Moulton we have developed the following approach:

  • Teachers will track children’s progress against the National Curriculum expectations for their year-group stage on class trackers – for reading, writing and maths. This happens regularly after teaching, when teachers can assess how securely children have grasped concepts and skills. This is called formative assessment.
  • More formal assessments are also used on a regular basis to see how children can apply their knowledge and skills in a test situation.  These are called summative assessments.
  • This assessment information is used to determine any gaps in children’s learning and this is used to plan for their next steps. This includes supporting children that are not yet working at the expected standard or to deepen learning for those already working securely in the standard.
  • At the end of each term, this assessment information is uploaded to our electronic tracking system – ‘ITrack’. This is used by senior leadership to monitor the progress that children across the school are making. Each teacher discusses their class at a termly Pupil Progress Meeting and interventions and boosters groups are put in place to make sure that all children are making good progress.
  • This information is shared with parents in parent meetings or more frequently if needed.


As the curriculum has increased expectations and some completely new content, all children will have some gaps in their learning, even the most able. This is completely normal and is the same in all schools. As children progress through each Key Stage, they will cover more of the curriculum content. This will ensure that they are working securely at the expected standard for Year 6 and will leave school ‘secondary ready’.