Assessment at Greswold

The current National Curriculum for schools in England was introduced in 2014. Our assessment principles at Greswold are designed to link in to this curriculum. Children are assessed against a framework where the outcomes will either be 'Working Towards the Expect Standard', 'Working At the Expected Standard' or 'Working At Greater Depth'. Children who are working below these outcomes will be assessed against the 'Pre-Key Stage Expected Standards'. For children in EYFS, assessments will be made against the 'Development Matters' statements, which can be found online. 

The 2014 National Curriculum

Please see the 'Curriculum' area of our website for more information about each individual year groups' curriculum.

The Assessment Levels Explained

• Working Towards the Expected Standard - Children are yet to be secure in the end of year expectations for their age bracket.
• Working At the Expected Standard  - Children are secure in the all of the end of year expectations for their age bracket.
• Working At Greater Depth - Children are secure in  all of the end of year expectations and are able to use and apply their knowledge and skills confidently and independently.
• Pre-Key Stage - Children are not yet meeting standards appropriate to their age bracket. 

N.B. When assessing against the standards, children must meet all objectives within the criteria to obtain the standard. 

Our Assessment Principles

Assessment is at the heart of teaching and learning at Greswold

• Assessment should be an integral part of every teaching and learning activity.
• Assessment allows children to take responsibility for their own learning and involves them in assessing their own progress.
• Assessment takes many forms including ongoing dialogue between teacher and child.

Assessment is consistent, reliable and transparent

• Assessment evaluates progress and diagnoses need.
• Assessment uses consistent criteria for assessment based on the National Curriculum.
• Assessment facilitates continuity and progression between year groups.
• Assessment is fair and free from bias.

Assessment is ambitious but appropriate

• Assessment helps staff and governors to plan strategically for the use of resources.
• Assessment helps drive improvement for pupils and teachers.
• Assessment supports accountability.

Assessment outcomes are meaningful and accessible

• Pupils should be assessed against objectives rather than each other.
• Assessment provides feedback for the pupil and identifies individual achievement.
• Assessment gives reliable information to parents about how their child, and their child’s school, is performing.