Attainment Information

Assessment and Performance

Purpose of Assessment

‘There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.’

-Department for education Final report of the Commission on Assessment without Levels September 2015.

Changes to Standard Attainment Tests (SATS)

With the introduction of the new National Curriculum there has been a change in the assessment process. Former ‘levels’ have now been replaced with the following terminology:

  • Working towards the expected standard (WTS)
  • Working at the expected standard (EXS)
  • Working at greater depth within the expected standard (GDS)

Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements.


Every child’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use Target Tracker as our internal tracking system. Following the new expectations of ‘developing, secure and exceeding’ it allows teachers to input and track pupil’s progress against the New National Curriculum. This begins at Year 1, through to Year6. All year groups assess against the National Curriculum standards.

Assessment in EYFS

The Good Level of Development is the measure that helps to demonstrate the proportion of children who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in maths and literacy at Reception level.

School Performance Table

*Please be advised that the data shown in the above table is not current as exam and assessment results for 2019/2020 and 2020/2021 were not published. The 2019 data shown may not reflect the school’s current performance*