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Haydon Abbey School and Pre-School

We plant the seeds and help them grow


Assessment at Haydon Abbey


At Haydon Abbey School we aim for high quality teaching and learning to take place in every classroom together with the belief that every child can succeed. To be enable children to be challenged and supported at the correct level, and achieve their full potential, the school has a robust assessment framework in place.


How We Assess at Haydon Abbey

We use two forms of assessment: Formative Assessment and Summative Assessment.


Formative Assessment (Assessment for Learning)

Formative assessment is the use of day-to-day, often informal, assessments to explore pupils' understanding. It enables the teacher to decide how best to help pupils develop that understanding. This can be done through asking the children questions, observing them as they work, marking their books etc.


Summative Assessment (Assessment of Learning)

Summative assessment usually takes place after children have completed units of work or at the end of each term and/or year. The information it gives indicates their progress and achievement. It gives children, parents and teachers valuable information about a child’s overall performance at a specific point in their learning.


Assessment at Haydon Abbey is recorded using the using the school’s assessment system: SIMs and Hello Data.


What Does Assessment Look Like at Haydon Abbey in Year 1 to 6.

The expectation is that every child will make expected progress, 1 point, each term.

For example at the end of the Autumn Term the expected progress for a child in Year 3 will be shown as 3.1

The first number is the child’s year group, the second number tells us at which progress point they are working within.


.1 = emerging within that curriculum. Accessing some of the curriculum with support. Demonstrating some of the skills within that curriculum.

.2 = developing within that curriculum. Accessing most of the curriculum with some support. Demonstrating most of the skills within that curriculum but not consistently.

.3 = expected within that curriculum. Accessing most of the curriculum with little support. Demonstrating most of the skills within that curriculum fairly consistently.

.4 = greater depth within that curriculum. Fully accessing the curriculum and demonstrating their learning in a wide variety of ways. Challenging and stretching themselves as well as teaching their peers.


Children Working Below the Curriculum Year Group They Are In

Sometimes we have children working below the year group they are currently in. This may be because they are still accessing that previous year group and not yet ready to move on. The teacher will differentiate so all children can achieve.

The skills will be at a level the children can access but the topics will be the same as their peers so no child feels they are being isolated because of specific needs.


Some children will also be on ‘Pivots’ which is a way we can track children who are perhaps struggling to access the curriculum. ‘Pivots’ allow teachers to track children’s progress as they have smaller more manageable targets to reach. Children are aware of these small targets and work is differentiated so they are able to achieve these.


Moving Through the Progress Points

Children will start their new school year with the same data they left the previous year with. At the end of the year it is called ‘end of year data’ and the starting data is called ‘entry data’

Example – A year three child leaves at 3.3 so they will start year four at 3.3. After a half term or term you would then expect them to move from 3.3 to 4.1 as they should be learning the new curriculum. Children do not have to go into greater depth (.4) from the previous year in order to move onto the current year’s curriculum.


The transition to move through the progress points takes time. Teachers evaluate and assess work throughout the year to see how many skills a child is showing within their work. This is called ‘assessing over time.’ Some children can show particular skills one day and then forget it the next. We must make sure children consolidate old skills and learn new ones in order to move through the progress points and show they can demonstrate a variety of skills from the curriculum.


A key word is consistency. If a child can demonstrate they are consistently showing a high number of skills from the curriculum through a variety of different ways then they will progress quicker.


Autumn 4.1    Spring 4.2    Summer 4.3


Pupils who are working at age related expectations for the year group will be working at 4.3 by the end of the year. Pupils who are working above age related expectations should be working at a point ahead of an average child (e.g. 4.2 in December) and may achieve a 4.4 by the end of the year.


Pupils who are working below age related expectations will be assessed using the most appropriate year group that represents where the child is currently working at.


Resources for Parents about Primary Assessments (Years 2 & 6)

Information Leaflet