Progress and Reporting

At the heart of our school is a cycle of planning, teaching and assessment; by doing this we are able to take account of the range of abilities, aptitudes and interests of all our children.

Assessment through tests and teacher assessment is ongoing in order to tailor each child’s learning to their needs. Children work according to their ability and  in small groups: lessons are tailored to the ability and needs of the individual.

Regular observations and assessments are made of children in Reception and Year 1; the class teacher and a child's parents complete "Learning Journeys" together during the Foundation Stage.

Teacher based assessments linked to the requirements of the National Curriculum are ongoing. WRAT 4 tests are used to assess Years 2 to 6 in reading, spelling, comprehension and maths. These tests have a standardised scoring system.

Cognitive Ability (CAT) tests are administered with children in Years 4,5 and 6. We use these tests to give an indication of a child’s potential and they also have a standardised scoring system.

The learning needs and progress of children who possess a high level of academic ability or talent in a skill are carefully planned and monitored.

A child with learning difficulties will follow a planned Individual Education Programme (IEP) which has short term objectives. Additional help, both in and outside the classroom, is available for children with learning difficulties.

Informal discussions about a child’s progress take place throughout the year; formal reports are completed in the second half of the summer term and children receive Effort Grade cards in the autumn term.

Parents are welcome to discuss their child’s progress at any time; formal discussions, where all members of staff are present, take place during the spring Term.

CAT 3: range is 14% to 99%

WRAT 4: range is 14% to 99.9%

Further information is available in the school’s Special Educational Needs (SEN) policy and the policy for Gifted and Talented children.