Assessment at Rickley Park

We believe we will achieve our school key values and aims by providing high quality teaching and learning for all of our pupils by focussing explicitly on what our pupils are learning, rather than what they are doing. We also believe that assessment for learning underpins all aspects of quality first teaching and this is reflected in our approach to learning at Rickley Park Primary School. (Please refer to the Assessment Policy for more detailed information on how assessment supports learning). 

Early Years

Children in Nursery and Reception are assessed against the Early Years Foundation Stage (EYFS) outcomes. At Rickley Park we use Early Essence to record and track the achievements of the children. 

Click here to download a copy of the Early Years Foundation Stage (EYFS) outcomes

Year 1 Phonics

In the EYFS, KS1 and, where required in Key Stage 2, we will use the Rickley Park Phonics Assessment Grid to determine the current phase (sub-levelled) individual children are working on (please refer to the English Policy for more information).

Year 1 will continue to undertake the statutory Year 1 Phonics Assessment [Summer Term] and those children in Year 2 who do not meet the expected level in the statutory Year 1 Phonics Assessment will continue to take the assessment again in Year 2 [Summer Term].

Formal Assessment (end of Key Stage 1 and end of Key Stage 2)

From summer 2016 children (at the end of Year 2 and Year 6) will be assessed (through SATs) against the revised National Curriculum (2014) standards.  

Children are given a “scaled score” for reading, grammar, punctuation and spelling and Maths with 100 being the expected score. This means that if a child achieves a scaled score of 100 or more than they are at the expected level. A score below 100 means that they are working below the expected level.

Children's writing is also "teacher assessed" - with children assessed at work at, below or above the expected level. This teacher assessment is periodically moderated by the Local Authority to ensure it is accurate.  Rickley Park was moderated in 2015 (Key Stage 1 and Key Stage 2) and in 2016 (Key Stage 2 only).     

The national aspiration is that all children will reach the expected level and that all children should be working within their age related expectations.  

The emphasis on the National Curriculum (2014) is on "mastery" rather than "acceleration" - which means that teachers are expected to extend the context of the learning not accelerate learners into the learning objectives for the year above.

On-going Assessment

On-going assessment is essential to allow the teachers, children and parents to understand where the learners are in their learning, where they need to go and how best to get there. In line the with revised National Curriculum, and raised expectations for the end of Key Stage 1 and Key Stage 2, Rickley Park Primary School are using the assessment model devised by Target Tracker which is briefly explained below: 

Target Tracker:

For Reading, Writing and Maths, Target Tracker have identified the things that children need to know / be able to do in each year group (based on the National Curriculum, 2014). These are the objectives that all children will be assessed against over the year. Please see the table below to download the correct lists for your child.  

(Obviously, for a child in Year 4 it is expected that they also know / can do everthing in the Year 1-3 objectives!)

  Reading Writing Maths
Year 1 Download Download Download
Year 2 Download Download Download
Year 3 Download Download Download
Year 4 Download Download Download
Year 5 Download Download Download
Year 6 Download Download Download


As noted above, all Year 2 children will be assessed against Band 2, all Year 3 children against Band 3 and so on. 

Within the band there are smaller steps: 

  • Beginning – Pupil learning is chiefly focused on the criteria for the band. There may be minimal elements of the previous band still to gain complete confidence in.
  • Working Within – Pupil learning is fully focused on the criteria for the band.
  • Secure – Confidence in all of the criteria for the band. There may be pupil learning still focused on gaining thorough confidence in some minimal elements but the broad expectations for the band have been met.

Therefore, a Year 4 child might be described as working at 4B (Beginning), 4W (Working Within) or 4S (Secure). 

For a child to be at the expected level by the end of the year they must be working within the secure step of the band. 


In addition, as part of the National Curriculum, the DfE have published spelling lists for Years 3&4 and Year 5&6.  It is a national expectation that all children will know how to spell these words. 

Click here to download the Year 3 and 4 Spelling List

Click here to download the Year 5 and 6 Spelling List

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