Assessment at Butts Primary School

At Butts Primary, our intent is to ensure that all pupils make strong progress from their unique starting points. We use a combination of ongoing formative and summative assessment to ensure that every child’s learning journey is carefully tracked, celebrated, and, where appropriate, strategically challenged. Assessment is not used solely to measure attainment; it is used to deepen understanding of learning, identify and remove barriers, and support every child in fulfilling our vision.

Our assessment systems are purposeful, supportive, and rigorous. They provide valuable insight into how well pupils are progressing and enable teachers and leaders to identify next steps, celebrate success, and secure continual improvement for all learners.

Foundation Stage (EYFS)

Reception pupils complete the statutory Reception Baseline Assessment (RBA) within the first six weeks of starting school, followed by ongoing assessments throughout the year. At the end of Reception, pupils are assessed against the Early Years Foundation Stage Profile (EYFSP) to determine whether they have achieved a Good Level of Development (GLD).

Language development is prioritised across the early years. Pupils in Nursery and Reception are screened adn assessed using Talk Boost, This ensures that speech and language needs are identified early and that targeted interventions can be swiftly implemented.

Phonics is assessed half-termly using Read Write Inc., ensuring that every child’s reading journey is precisely matched to their phonetic knowledge.

Key Stage 1 and Key Stage 2

Across Key Stages 1 and 2, pupils follow a consistent and structured assessment cycle that balances standardised testing with teacher assessment.

• Mathematics: Pupils complete  PuMa assessments termly in both arithmetic and reasoning.

• Reading: All pupils undertake PiRA assessments, which provide detailed analysis of comprehension, vocabulary, inference, and fluency.

• Grammar, Punctuation and Spelling (GaPS): Pupils in Years 2–6 complete Grammarsaurus GaPS assessments each term.

• Writing: Pupils complete assessed pieces of independent writing, which are moderated against school-developed Teacher Assessment Frameworks (TAFs) derived from the National Curriculum and end of Key Stage 2 expectations.

Assessment data from each term is moderated analysed with pupil progress meetings to discuss next steps; enabling teachers and leaders to target support and accelerate progress.

End-of-year expectations for English and Mathematics: how does it work?

At Butts Primary School we have chosen to assess our pupils against age-related expectations. The key principles include:

• Looking at the curriculum and agreeing the knowledge and skills pupils should achieve at the end of each year group,

• Assigning grades or descriptors to each level of competency. These form the 'expectations',

• The use of standardised termly tests to determine pupil attainment and progress throughout the year,

• At the end of each term, teachers assess whether pupils have achieved the criteria for them to have met the expectations, and have therefore made sufficient progress from the start of the year.

Assigning grades

Teachers will identify pupil’s level of attainment against the knowledge and skills pupils should achieve at the end of each year group using the following descriptors:

• Pupils working below the age-related expectations will have the curriculum year they are have been assessed against plus the attributed grade.  For example, a Year 4 pupil may be reported as 'Expected Year 3’.

• Pupils working beyond their year group are termed as ‘exceptional’.  These pupils may also appear on our ‘Able & Talented Register’ for the subject that they are excelling in.

Tracking attainment and progress

Throughout the school year, teachers assess pupils continuously. Questioning in lessons, observation of pupils, marking and feedback activities are some of the aspects of assessment that occur every day. These are important so that teachers can adapt future lessons to support the needs of their pupils.

We use an assessment tracking system to record and track current attainment and standardised tests to map progress. At set points in the school year, formal assessment activities will take place in order for teachers and senior leaders to discuss in- year progress and attainment. This also allows us to identify weaknesses, provide interventions and adapt the curriculum swiftly to address pupil needs.

End-of-year expectations for Foundation Subjects: how does it work?

At Butts Primary School, Foundation subjects are taught and assessed discretely to ensure depth, rigour and clear progression in knowledge and skills.  Teachers use formative assessment within lesson and summative assessments at the end of a unit.  Subject leaders monitor this information carefully to ensure that standards are consistently high across the curriculum

Reporting to parents

Pupils attainment and progress is reported formally to parents through an Autumn Term ‘Target Day’, a Spring Term ‘Parents Evening’ and through the Summer Term ‘End of Year Reports' and an opportunity to discuss the report with the class teacher.