1. Swinefleet Primary School
Parents’ Assessment Guide

2. Changes to the curriculum have meant that levels are no longer used nationally to assess your children from year 1 to year 6. Previously children were expected to reach a 2b by the end of KS1 (Year 2) and a 4b by the end of KS2 (Year 6). Children now aim for age-expected results and these are presented as a scaled score. A scaled score of 100 and over is considered working at age-expected. Children who achieve a scaled score over 110 are considered high-achieving (we use the phrase working at greater depth).
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3. In our school we track the children’ s progress in a variety of ways
In our school we track the children’ s progress in a variety of ways. Personal targets are tracked as well as progress against age-expectations.
The data which we report to parents and use with outside agencies shows where your child is compared to age-expectations.
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4. Children progress through the following stages in our tracking system:
W1 W2 W3 W4 W5 M D
(Working towards) (Met) (Deeper)
Ideally children would begin the year at M or D from the year before.
Autumn 1 – move to W1
Autumn 2 – move to W2
Spring 1 – move to W3
Spring 2 – move to W4
Summer 1 – move to W5
Summer 2 – move to M (met age-expectations)
Children who are aiming for deeper would be expected to move two levels at some point within the year which would usually be expected in Autumn or Spring as they cover all aspects of the subject.
Please remember this is the ‘ideal’ model but children are not machines. It may be that the only move one step in one term and then three in the next.
What is important is that we offer additional support for anyone who isn’t making good progress.
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5. Add a Slide Title - 1 W1 W2 W3 W4 W5 M D
(Working towards) (Met) (Deeper)
When given your child’s result it may have a number in front of it which shows that your child is not working on their year group objectives yet.
Example (Y6 pupil): We would ideally like them to be working at W2 (as we have finished the Autumn term but are not yet at the Spring half-term).
They may however be working at 5W5. This means that they are working on year 5 objectives rather than year 6 but that they are close to meeting these.
Children who are not working at their year group will be given additional support.
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6. What we do to support you child
Every child in our school is given support whether this be within the classroom, in small groups or even one-to-one. Supporting your child does not just mean helping them improve their mental maths skills or reading ability but also supporting them in developing their confidence and not being afraid to have a go.
Support is not just put in place for children who may find things difficult. Support is given when a child’s progress slows no matter how high they are working. Support is given to further challenge those who are considered gifted and talented. Our school also puts in additional support to help improve children’s confidence even if they are achieving well.
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7. What we do to support you child
Support is currently given in the following ways (this list is not exhaustive):
TA support within classrooms,
Carefully differentiated activities,
Inference reading intervention,
Catch – up English,
Catch – up Maths,
Maths skills intervention,
Nessy (replacing Beat Dyslexia),
ELSA (Emotional support such as how to express feelings, deal with anger and loss etc.
Social group,
LEGO therapy (social and emotional support)
Springboard maths,
Up and Away – EYFS motor skills,
Jump Ahead – KS1/2 motor skills,
Letter and number formation boosters,
Spelling boosters,
Phonics one-to-one,
Mathletics.

8. EYFS
When children enter EYFS (and each following September they are in an EYFS setting) their teachers will complete a baseline assessment. This will show where your child is in relation to the statement in Development Matters.
The statements in Development Matters are separate by age bands rather than year groups like the National Curriculum. Each age band statement is then separated into: emerging, expected or exceeding.
Throughout the year your child will be observed and these alongside work will provide teachers with a termly assessment as to where they are.
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9. EYFS
In Development Matters, there are 7 areas of learning with 17 aspects within this.
For example:
Literacy (Area)
- Reading(Aspect)
- Writing (Aspect)
At the end of FS2 (Reception) your child will be given a report which will outline whether your child has met their Early Learning Goal (or exceeded it) within each aspect.
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