Assessment, Marking and Reporting Policy

This policy has regard for Part 1 paragraph 3g, Part 6 paragraph 32(1)f and 32(3)e ‘The Education (Independent School Standards) Regulations 2014’ in force January 2015.

This is a whole school policy, including EYFS.


Assessment is a continuous process integral to learning and teaching. It is how teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment for every child.

Principles of assessment are:-

  • to provide information for target setting for individuals, groups and cohorts

  • to provide information to support progression in learning through planning

  • to share learning goals with children

  • to involve children with self-assessment

  • to help pupils know and recognise the standards they are aiming for

  • to raise standards of learning

  • to identify children for intervention

  • to inform parents and other interested parties of children’s progress

  • to complete a critical self-evaluation of the school

Assessment for Learning

Assessment opportunities, which are a natural part of teaching and learning, are constantly taking place in the classroom through discussion, listening and analysis of work. It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn to help them improve.

To achieve this at The Cedars School we will:

  • evaluate pupils learning during and after each lesson to identify those pupils with particular needs (including those who are more able) so that any issues can be addressed in subsequent lessons

  • adjust plans to meet the needs of the pupils, differentiating objectives where appropriate

  • ensure pupils are aware of the learning objective and encourage them to evaluate their progress so that they understand the next steps they need to make

  • regularly share targets with parents to include them in supporting their child’s learning

  • encourage pupils to evaluate their own work against success criteria based upon specific, key learning objectives

  • mark work so that it is constructive and informative in accordance with the marking guidelines (see Appendix 1)

  • complete formal assessments according to the school schedule (see Appendix 2)

  • use ‘Assessment for Learning’ strategies such as:
    – targets
    – success criteria
    – self and peer evaluation
    – discussion and talk

Formal Assessment Cycle

Formal assessment is a systematic part of our school’s work which will be used to track each child in the school. It is through an effective tracking system that the needs of every pupil can be met and that the school develops a clear understanding of how to raise standards.

The regular reviewing of tracking data will give teachers the opportunity to revise and refine targets for the class. It is in recognising the individual abilities of pupils, that the school can make finely tuned adjustments to target setting for each cohort. The discipline of regularly analysing pupils’ attainment will ensure that every pupil has challenging and realistic targets set for them and that the path of reaching those targets is determined through effective classroom organisation; setting learning groups and careful planning.

To achieve this at The Cedars School we will:-

  • follow the assessment schedule (see Appendix 2) and update the data on a regular basis

  • analyse the data and review targets for individuals and use the information to identify intervention groups, including those pupils who are gifted and able and those with special educational needs

  • collect cohort data for maths and English and share information with Head teacher, class teachers and SENCO

  • pass cohort data to the next teacher

The Head teacher, in conjunction with the class teacher, will also highlight pupils who have made no progress or are working below expectations and discuss these pupils with other members of staff.


Reporting to parents/carers provides the opportunity for communication about their child’s achievements, abilities and future targets.

Children in Year 1-6

Each child’s understanding of a topic or concept and their progress is currently assessed through weekly tests for spellings and multiplication tables, through their classwork and homework and through the more formal assessment procedures outlined in Appendix 2. All of this information is used by class teachers to make an assessment of a child’s progress against nationally accepted statements called Key Performance Indicators (KPI) in English, maths and science. Parents are invited to attend parent meetings each term where the focus of discussion is their child/children’s attainment and progress in relation to year group KPIs and also to plan future targets.

Children in Reception

On starting in Reception class a baseline assessment is completed and from this information lessons are planned and work is differentiated according to the ability of the children.

Parents are informed of their child/children’s progress in a variety of ways:

  • On an informal basis as they chat to staff on a daily/weekly basis.

  • At parent meetings with the Reception class teachers.

  • Through our online recording system, Tapestry.

Tapestry is available online to parents in Saplings and is a recording system based on the government’s Early Years Foundation Stage Framework. On a weekly basis staff record the targets each child has met and this information is reviewed regularly and informs future lesson planning.

The baseline data recorded during the child’s first few weeks in school will be shared with parents at parent meetings and used with the data gained from Tapestry to show each child’s progress.

EYFS, KS1 and KS2 reports are written using the agreed school format (See appendix 3) and are very personal to each pupil. Reports are written towards the end of each school year. Reports will be written so that they have a positive effect on pupils’ attitudes, motivation and self esteem however honesty and integrity will also be maintained.

At The Cedars School we will:-

  • Provide opportunities for parent consultation meetings each term so that parents can discuss how well their child has settled and be involved in the target setting process.

  • Provide a yearly written report.

  • Discuss pupil progress at the request of parent by appointment.

  • Provide on-going discussions with parents about their child’s progress


Marking work is the responsibility of the class teacher however peer marking, self marking, group marking and support assistant marking can also be used. Whenever possible marking should take place with the pupil however, if this is not appropriate, it should always take place as soon as possible and before the next lesson in that subject. Marking should be meaningful to the pupil and should focus on positives as well as development points.

At The Cedars School we will:

  • Mark regularly and carefully.

  • Follow the school guidelines (see Appendix 1)

  • Use marking as a tool in the assessment process.

  • Share our views on each piece of work with the pupils either verbally or in writing.

Initial assessment process on entry to The Cedars

Once a child has been accepted to the school a full assessment of their levels and ability will take place within the first half term at school.

Reception: EYFS baseline assessment will be carried out

Years 1 to 6: The child will undertake the relevant PiRA and PUMA tests for their year group, and a piece of unaided writing will be completed.

If difficulties are detected the child will be referred to the SENCO for further assessment.



How do we mark?

The Learning Objective should be either written on each piece of work, or apparent from the title or teacher’s marking comments.

Whilst every teacher needs autonomy to mark in their own way, certain guidelines will be followed to ensure consistency across school. Marking will be done in a different coloured pen to the work.   Good words/answers/passages will be highlighted in Green. Work which needs correcting or improving will be highlighted in Pink, pupils are expected to initial teacher’s marking comments to show that they have read them and to respond to any prompts and make corrections requested.

e.g. spellings errors ringed by child when editing
errors underlined by teacher
errors marked ‘Sp’ in margin (KS2 hunt the spelling mistake for the more mature writer) at the teacher’s discretion, word to be added to pupil’s own word book/dictionary


omissions * in the margin shows where sentences should be
^ words left out


paragraphs // to show new paragraph
I           Independent Work

T           Teacher Supported Work

TA        Teaching Assistant Supported Work

GG        Guided Group


1:1          Individual support given for task

VF         Verbal feedback given

MT          Marked together

OA           Objective Achieved

ONA         Objective Nearly Achieved







  • Every piece of written work will have some form of feedback or support written on it.


  • All written work completed without support of an adult (either on 1-2-1 or as a group) will be marked in detail and should highlight what is successful about the work and also the next target for improvement.



  • Marking should primarily be linked to the objective of the lesson however age appropriate ‘basic skills’ should also be corrected.


  • Work completed with support does not need to have a full written comment, providing marks, support and corrections are evident in the work.

·        Pictorial incentives or stickers, stamps and smiley faces may be used where appropriate.


NB: The emphasis is on the quality, not the quantity of the work.



Autumn Term

  • EYFS initial baseline assessment for all Reception children

  • PiRA ( Progress in Reading Assessment, Rising Stars), Years 1 -6

  • PUMA (Progress in Understanding Mathematics Assessment), Years 1 – 6

Spring Term

  • Cognitive Ability Tests – Years 4 – 6

  • PiRA ( Progress in Reading Assessment, Rising Stars), Reception to Year 6

  • PUMA (Progress in Understanding Mathematics Assessment), Years 1 – 6

Summer Term

  • Single Word Spelling Test – Years 1-6

  • PiRA ( Progress in Reading Assessment, Rising Stars), Reception to Year 6

  • PUMA (Progress in Understanding Mathematics Assessment), Reception to Year 6

Those children who work with a SENCO will have targeted tests to monitor their learning and progress.


Academic Year – 2019-2020




Conitive Ability Test – GL Assessment

24 – 98 percentile

Policy adopted by Jane  O’Halloran, November ’11
Updated: September  2020
Review Date: September 2021