A number of screening and assessment activities are undertaken throughout the school to help teachers recognise pupil progress and strengths and to diagnose areas of weakness. Appropriate plans can then be made to match the needs of individual group of pupils or the class. Most assessment results are shared with parents at all stages of a child's life at school.

Early Years Foundation Stage Profiles – Reception class

Assessment in the Early Years is guided by the statutory framework set by the Department for Education. 

Within the first six weeks of children starting Reception, schools must carry out the Reception Baseline Assessment.

• This is a short, practical and age-appropriate assessment carried out one-to-one with each child.

• It focuses on early mathematics, language, communication and literacy.

• It is not a test that children prepare for.

• Results are not shared as scores with parents and do not affect your child’s experience in school.

• The data is used nationally to measure school progress from Reception to the end of Year 6.

At the end of Reception, teachers must complete the Early Years Foundation Stage Profile (EYFSP) for every child.

This statutory assessment:

• Summarises each child’s attainment against the Early Learning Goals

• Uses teacher assessment based on a full year of observations and evidence

• Identifies whether a child is meeting the expected level of development

Schools must report to parents:

• Whether their child is meeting the expected level of development

• Whether they are working towards the expected level

Schools also submit EYFSP data to the local authority, which then reports nationally.

Phonics Screening Check (Year 1)

The Phonics Screening Check is a statutory national assessment taken by pupils at the end of Year 1. It is set by the Department for Education and assesses children’s ability to decode words using phonics skills. The check consists of 40 words, including a mixture of real and pseudo (nonsense) words, and is completed individually with the phonics lead. The purpose is to confirm whether pupils are on track with early reading. Parents are informed of their child’s result, and any child who does not meet the expected standard receives additional support and retakes the check in Year 2.

Multiplication Tables Check (Year 4)

The Multiplication Tables Check (MTC) is a statutory national assessment for pupils in Year 4, set by the Department for Education. It assesses children’s recall of multiplication facts up to 12 × 12. The check is completed online and consists of 25 questions, with a short time limit for each question. Its purpose is to ensure pupils have secure fluency in times tables, which underpins much of the mathematics curriculum in Key Stage 2. The MTC is designed to be low-stakes and helps schools identify any pupils who may need additional support to strengthen their multiplication knowledge. We prepare the children well in advance for this , including doing mock tests beforehand on laptops. 

National Curriculum Standard Attainment Tasks and Tests (SATS)

Key Stage 1 SATs are now optional in schools. We do set them but only use them for our own planning and targeting of gaps in learning.

In the month of May in Year 6, when children have reached the end of Key Stage 2, they are assessed according to statutory requirements. The results of these assessments are reported to the Education Authority and discussed with parents.

Subject	How It Is Assessed	What Parents Receive
Reading	One written test paper	Scaled score (100 = expected standard) and confirmation of whether the expected standard has been met
Mathematics	One arithmetic paper and two reasoning papers	Scaled score (100 = expected standard) and confirmation of whether the expected standard has been met
Grammar, Punctuation & Spelling (GPS)	One grammar and punctuation paper and one spelling paper	Scaled score (100 = expected standard) and confirmation of whether the expected standard has been met
Writing	Teacher assessment based on work completed across the year	Teacher judgement: Working Towards / Expected Standard / Greater Depth
Science	Teacher assessment	Teacher judgement: Working Towards / Expected Standard

While KS2 assessments are statutory, they are only one measure of a child’s learning. We ensure that pupils feel prepared, supported and confident throughout the process.

11+ Selection Procedure / Transfer Tests

At the age of 11, children transfer to the secondary stage of schooling. A series of selection procedures based around Maths, verbal reasoning and non-verbal reasoning are set for all children. There is an opt-out process in Buckinghamshire for these tests.  According to the results of these tests, children then transfer to grammar or upper schools in the High Wycombe, Beaconsfield, Hazlemere and Holmer Green areas. A meeting takes place at the end of May in school for parents of children in Year 5 to inform them of the details of the selection procedures.

Summative Assessment

Teachers in all year groups from Year 1 carry out summative assessment within class at the end of a unit of work or half-term to identify misconceptions and areas for development for each pupil. Data achievements are recorded on our management system, Arbor, and used to support children to achieve their potential. 

Formative Assessment

In our school, formative assessment plays a central role in supporting every child’s progress. Formative assessment is the ongoing process of checking pupils’ understanding during lessons through questioning, discussion, feedback and review of work. It allows teachers to identify misconceptions, adapt teaching and provide timely support or challenge. Rather than being a single test or event, it is embedded in everyday classroom practice and helps ensure that all pupils move forward in their learning with confidence and clarity.