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Culmstock Primary School Part of the Culm Valley Federation


Assessment of English and Maths

extract from Assessment Policy (full version in the Policies section)

Assessment of Writing

Elicitation tasks/First attempt are marked very lightly.  The purpose of this task is to inform planning and set targets. Throughout the teaching sequences formative assessments are made. Teachers indicate objectives taught, consolidated and internalised through the use of a three step system. Step 1:  Objective has been taught but not yet understood and applied. Step 2: Further consolidation needed. Step 3: Objective has been achieved. As a result it is apparent when the objective has been learnt. At the end of each teaching sequence teachers record assessments on School Pupil Tracker.

Writing is assessed in line with the new National Curriculum with reference to the Standards and Testing agency interim standards guidelines. The interim standards for Year 2 and Year 6 and exemplification guidance are used to ascertain whether pupils are working below/at/above national standards.  The other year groups are aware of this guidance and use it to make judgements on writing standards.  Moderation of writing happens within the school, the Federation and within the Culm Valley Cluster of small schools.

Assessment of Reading

Reading is continually assessed during guided reading sessions. Reading comprehension skills are also tested using Rising Stars assessment books. These are recorded and tracked using Excel spreadsheets. Reading comprehension skills are tested half termly from Years 2 to 6 using summative tests (Rising Star, CPG and DfE drafts). Results are recorded and tracked using Excel spreadsheets.

Teachers complete on-going formative assessment on a weekly basis for reading.  Reading is continually assessed during daily guided reading sessions. Evidence is recorded on Guided reading record sheets and are transferred to School Pupil Tracker.

Assessment of Phonics and Grammar, Spelling and Punctuation

Phonics is assessed according to the six phases included in the Letters and Sounds program in Key Stage 1. Assessments are not transferred to School Pupil tracker but paper versions are held by class teachers and are updated weekly.  Spelling and phonic intervention programs in Key Stage 2 are monitored by Head of School and Senco.  In Year 1, and for those children who have not passed their phonics screening test, pupils take practice phonics tests in preparation for the phonics test in June.

Spelling, punctuation and grammar are taught and assessed in line with ‘No Nonsense’ programmes. Summative tests (Rising Star, CPG) are used half termly. Results are recorded and tracked using Excel spreadsheets.

Assessment of Mathematics

Elicitation tasks are conducted and used to inform planning and set targets. Teachers continuously assess the children informally through their marking and interactions with the pupils during lessons. Teachers complete on-going assessment sheets on a weekly basis. Teachers indicate objectives taught, consolidated and internalised through the use of a three step system (see above).At the end of each teaching block, teachers carry out an assessment task from the ‘Rising Stars’ end of unit assessment activities. Teacher assessments are inputted on School Pupil tracker.  

Early Years

Our Foundation Unit follows the, observe, assess and plan cycle: daily, weekly and half termly.

Every child has an individual ‘Learning Journey’ which includes observations and information from both staff and parents that record the child’s journey and progress through the foundation stage.

In the EYFS children are given a Baseline assessment  within six weeks of entry. Progress and attainment is tracked through the use of regular observations and guided work. These assessments are indicated on EYFS tracking sheets.

Learning journeys contain:

  1. Focussed observations
  2. A range of observations from different sources
  3. Pieces of work and photographs of significant steps in learning.
  4. Comments from parents/carers

They form an essential evidence base for planning children’s next steps and sharing learning with families.


Final outcomes, relating to Emerging, and Exceeding are recorded in July on SPT.



A handover timetable is arranged towards the end of the academic year.  This provides an opportunity for teachers to share assessment information relating to their new class.




Assessment without levels in the Culm valley Federation schools

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