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Meadows Primary School and Nursery

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Attainment and Data

Assessment at Meadows Primary School

The National Curriculum sets out clearly the expectations at the end of Key Stages and in English, Maths and Science has detailed guidance as to which year group within the phase.


At Meadows, teachers assess continually during lessons using a wide range of formative assessment strategies at the point of learning. To supplement the teacher assessment judgements, school also uses a range of testing materials.  
Staff also participate in cross-moderation within our own school and with other
schools to ensure that the judgements we make are robust and secure. Schools
are selected to be externally moderated by the Local Authority on a rolling programme.  


Assessing each child against Year Group expectations:

All staff use formative assessment on a daily basis within lessons and give verbal
and written feedback at an age-appropriate level to children, so that children
know how they are achieving and how to improve in their learning.


Progress in Early Years is assessed against the Early Years Outcomes and Developmental Matters framework, which identifies typical behaviours/learning in age-bands, across 7 areas of learning.  Assessment is on-going throughout Early Years, and regularly reported to parents, culminating in statutory assessment against the Early Learning Goals at the end of a child's Reception year.  These statutory outcomes are also reported to the Local Authority and nationally.


Within Key Stages 1 and 2 teachers assess pupils against Statutory Measures and consider whether children are secure in their understanding of the curriculum for their year group.  Whilst the expectation is that most pupils will be working securely within their age-appropriate curriculum by the end of the academic year, we recognise that each pupil is an individual and that learning does not often take a linear path. Some children may be working below their appropriate age group’s curriculum and require targeted teaching for specific gaps in their knowledge.  If a child was working at the early stage within the objectives for their age, they would be assessed as 'below'. If they demonstrated that they were working confidently with most objectives for their age-group, they would be judged as ‘secure’; some children may demonstrate a deeper level of understanding and then be described as achieving 'Greater Depth’. 

Assessment outcomes are reported to parents in Parent/ Teacher meetings and formally in Annual School Reports issued at the end of the Summer Term.  


Statutory Assessments:

In addition to the EYFS assessments in Reception, statutory assessments are undertaken:

  • Year 1 Phonic Check: At the end of Year 1, children are required to be assessed on the Phonic Check.  They are required to read 40 words to demonstrate their ability to decode and blend.  Should a child not achieve the expected pass mark in Year 1, they are re-tested at the end of Year 2.
  • End of Key Stage One SATs (Year 2): Children are teacher-assessed in Reading, Writing and Mathematics and judgements made as to whether they are working at the expected standard for their age. Teacher assessment outcomes are reported to parents and to the Local Authority and nationally.
  • Year 4 Multiplication Times Tables Check: From June 2022, children will carry out an online assessment of their knowledge and recall of all times tables facts. 
  • End of Key Stage 2 SATs (Year 6): As in Year 2, children continue to be teacher-assessed in key subjects. They also sit strictly timed tests in Reading, Mathematics and GPaS (Grammar, Punctuation and Spelling). Writing continues to be teacher assessed.


Statutory Data 2018-2019

The published data from 2018-2019 remains our most current data set as statutory assessments for 2019-2020 and 2020-2021 were suspended due to the Covid 19 pandemic.