Assessment in EYFS (Robins)

At Clifton All Saints Academy, we use the statutory reception baseline assessment to develop an accurate picture of where each child is with their learning in key areas of the Foundation Stage curriculum. This helps us to ensure that the learning in Robin's Class is accurately tailored to the children’s needs.

We use the  ‘Development Matters,’ age banded descriptors, to monitor children’s progress in Robins. The Early Years Curriculum underwent significant reforms which are statutory from September 2021. All Saints Academy was an 'Early Adopter' school and embedded the reforms into their practice during the academic year 2020-2021. 

At the end of the year, children’s attainment is assessed against the Early Learning Goals. This assessment is shared with the parents at the end of the year.

Year 1 Phonics Test

In the summer term children in Year 1 take the Phonics Screening Check. This test looks at the children's ability to use a phonic approach to read a list of real and ‘nonsense’ words. The test has a pass mark (determined by the government each year) and the results are shared with parents at the end of the year. Children who do not achieve the pass mark in Y1 are re-tested at the end of Y2 and the results of this assessment are also shared with parents.

Year 2 SATS

Standard Assessment Tasks (SATs) are administered in year 2 (the end of National Curriculum Key Stage 1). Their purpose is to give an indication of each child’s performance. Children are assessed in writing, reading and maths. Speaking and listening skills and scientific knowledge are also assessed by the teacher.  These tests are used to support the teachers judgements concerning each child's attainment. 

Year 4 Multiplication Check (MTC)

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. We will use this check to identify pupils who have not yet mastered their times tables, so that additional support can be provided.

Continuous Formative Assessment Y1-Y5

A system of continuous assessment, both formal and informal, is used to monitor pupils’ progress throughout the school. The information obtained provides a basis on which the teacher will plan appropriate programmes of work. It also enables us to identify any areas where further support might be needed, to ensure that every child is achieving their best.

All Saints Academy uses the assessment system 'Stepping Stones' to assess the progress of the children. Stepping Stones were designed by Cranfield Lower School in 2014  then reviewed and re-written by Derwent and Southill Lower Schools Federation in 2017 and 2021. The 2014 National Curriculum outlines what each child needs to learn by the end of their year groups and Key Stages.  It outlines what should be taught for Reading, Writing and Maths as well as the foundation subjects such as History or Art.  The Stepping Stones Assessment scheme takes the outlines for Reading, Writing and Maths and has ordered them into a pathway.  Children can complete the pathway for a particular year by  completing a pre-set number of stepping stones in the booklet below. The number of stepping stones to be completed differs for each pathway and subject as the National Curriculum requirements are unique to the year, key stage and subject being studied. 

In Year 2 all schools have to follow the Y2 assessment framework produced by the DfE. This provides objectives, based on the National Curriculum that children have to achieve, to be meeting the 'expected standard'. The Stepping Stones pathway for Year 2 reflects these requirements.