In September 2014, along with the introduction of a New Primary National Curriculum, the Government’s assessment reforms came into force:

• National Curriculum levels were removed and not replaced
• The New National Curriculum programmes of study set out what pupils should be taught by the end of each key stage and schools were required to design their own curriculum around this
• Schools introduced tracking systems to track pupil progress using the performance descriptors linked to the new curriculum

Statutory national curriculum tests (SATs) have continued to be carried out at the end of key stages 1 and 2. This year, SATs will be carried out at the end of KS2 (Year 6) but there is still uncertainty about whether children will be expected to take the tests at the end of KS1 (Year 2). 

Why do we assess?

Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against age related expected standards. Assessments are then used to inform planning in order to support our children to maximise their potential. 

Hadrian’s Tracking System

Children are assessed against governmentally determined age-related expectations. At Hadrian this translates into ‘Stages’ with each stage referring to the pupil year group. For example a Year 3 pupil will be expected to achieve at a Stage 3 standard.

Each stage is broken down into:

Beginning: Pupil is showing evidence of meeting some of the expectations within the stage

Developing: Pupil meets a higher proportion of expectations but is not yet secure in several areas

Secure: Pupil is secure in the majority of end of year expectations

Exceeding: Pupil is secure in almost all of the end of year expectations and is able to use and apply their knowledge and skills confidently.

Pupils who are assessed as 'Exceeding' will not move on to the programmes of study for the next stage but will be encouraged to add more depth and breadth to their knowledge. They will have opportunities to develop their 'using and applying' skills.  On the other hand, children who struggle to meet age-related expectations may work towards the expectations from the stage below.