^{At Cullercoats Primary School, our approach reflects the EEF’s guidance that “assessment should not be a bolt-on activity but integral to teaching and learning.” Assessment is used to support high-quality teaching and ensure pupils make strong progress through the curriculum.}

Assessment

At Cullercoats Primary School, assessment and record keeping are integral to securing high-quality education for all pupils. Assessment is closely aligned to our curriculum intent and is used purposefully to check how well pupils know and remember more over time. As a school, we follow the English National Curriculum and meet all statutory assessment requirements for primary schools in England. Our approach to assessment is purposeful, manageable and designed to support pupils, teachers and parents by providing clear information about progress and attainment.

Purpose of Assessment

Our assessment practice is designed to support curriculum implementation and evaluation. It enables leaders and teachers to understand the impact of teaching, identify where pupils may need additional support or challenge, and ensure that all pupils make strong progress through the curriculum.

Assessment helps us to:

· Check pupils’ understanding and retention of key knowledge and skills

· Inform responsive teaching and curriculum adaptation

· Identify pupils at risk of falling behind and act swiftly

· Support accurate teacher judgement and moderation

· Fulfil statutory assessment and reporting requirements

Assessment for Learning (AfL)

Formative assessment is an integral part of everyday teaching. Teachers routinely check pupils’ understanding and use this information to adapt lessons, address misconceptions and deepen learning. Strategies include:

· Targeted questioning and discussion

· Observation of learning and pupil responses

· Live marking and high-quality verbal feedback

· Pupil reflection and self-assessment

This ensures that assessment directly informs teaching and supports pupils to make progress through the curriculum.

Summative Assessment

Summative assessments are used at key points to evaluate pupils’ learning against age-related expectations set out in the National Curriculum. This includes the use of GL Assessment standardised assessments in reading, spelling and mathematics, which support teacher judgement and provide nationally benchmarked information. These assessments support teacher judgements and help track progress over time.

Across the school, summative assessment includes:

· End-of-unit or end-of-term assessments

· Teacher assessment informed by a range of evidence

· Standardised tests where appropriate

Teacher judgements are moderated internally and, where appropriate, externally to ensure consistency and accuracy.

Statutory Assessment

As required by the Department for Education, we carry out the following statutory assessments:

· Early Years Foundation Stage (EYFS): Ongoing assessment throughout Reception, culminating in the EYFS Profile and Early Learning Goals at the end of the year

· Reception Baseline Assessment (within the first six weeks of starting Reception)

· Year 1 Phonics Screening Check (with re-checks in Year 2 where required)

· Multiplication Tables Check (Year 4)

· End of Key Stage 2 (Year 6): National tests (SATs) in reading, mathematics and grammar, punctuation and spelling, alongside teacher assessment in writing and science

Parents are informed of statutory assessment outcomes as part of our annual reporting process.

Yearly Assessment Overview

Assessment at Cullercoats Primary School is carefully mapped across the academic year to ensure a balanced, purposeful approach. Our Whole School Yearly Assessment Overview sets out when different assessments take place to avoid unnecessary testing while ensuring robust information about pupil progress.

Tracking Progress

Pupil progress is tracked using Sonar Tracker, our whole-school assessment system aligned to the National Curriculum. This enables leaders and teachers to monitor attainment and progress over time, identify patterns and trends, and evaluate the impact of teaching.

Regular pupil progress discussions focus on:

· How well pupils are keeping up with the curriculum

· The effectiveness of teaching and interventions

· Next steps for individuals and groups of pupils.

Inclusion and SEND

Assessment arrangements are inclusive and accessible for all pupils. Reasonable adjustments are made for pupils with special educational needs and disabilities (SEND), in line with guidance. Pupils working below age-related expectations are assessed using appropriate tools to ensure their progress is recognised and celebrated.

Reporting to Parents

We believe that strong communication with parents and carers is essential. Progress and attainment are shared through:

· An annual written report

· Parent consultation meetings

· Informal discussions where appropriate

Reports reflect academic progress, effort and personal development.

If you would like further information about assessment at Cullercoats Primary School, please contact the school office