Purpose of Assessment

‘There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learnt at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.’

-Department for education Final report of the Commission on Assessment without Levels September 2015.

Standard Attainment Tests (SATS)

When reporting on children’s attainment we use following terminology in Years 1 to 6:

• Working towards the expected standard (WTS)
• Working at the expected standard (EXS)
• Working at greater depth within the expected standard (GDS)

Progress

Every child’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use our own internal tracking system and children also complete standardised papers three times a year. The outcomes of these papers and the child’s body of completed work triangulate the teacher’s judgement of each individual’s progress.

• Reception begin with an initial baseline assessment when the children start school
• All year groups are assessed against the National Curriculum using our school’s assessment system that tracks the progression of skills and knowledge.

There are a number of statutory government tests that schools undertake when pupils are primary school.

Reception class (Baseline Assessment), Year 1 (Phonics Screening), Year 4 (Multiplication Check) and Year 6 (Key Stage 2 SATs in English Reading, English Writing, Grammar, Punctuation and Spelling and Mathematics). We also report on our Science outcomes.

Assessment in EYFS

The Good Level of Development is the measure that helps to demonstrate the proportion of children who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in maths and literacy at Reception level.

Percentage of children who achieved a Good Level of Development

Good Level of Development
% achieving GLD	Sacred Heart	Richmond	National
	2024	2024	2024
	75%	77%	68%

Assessment in KS1

‘The Phonics Screening Check is a short ‘light touch’ assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the children who need help and support with their reading skills. Children will retake if they did not reach the required level.’ (DFE 2011) 

Year 1 Phonic Screening Check Results

	Sacred Heart	Richmond	National
2024	100%	88%	61%

 

Assessment in KS2

Results are reported as a scaled score between 80 and 120, with 100 being the national expectation for a Year 6 pupil. High score=110 and above, in the scaled score.

Summary of KS2 Attainment 2024

We always like to keep a check of how we compare to the averages across Richmond Borough. We are above national in all results, and above or close to Richmond Borough averages across all areas.

KS2 - % Achieving	Sacred Heart	Richmond Local Authority	National
	2024	2024	2024
Expected RWM*	74%	75%	61%
Higher RWM*	26%	17%	8%
Expected Reading	88%	86%	74%
High Score Reading	39%	43%	29%
Expected Maths	83%	86%	73%
High Score Maths	30%	40%	24%
Expected GPS*	91%	85%	72%
High Score GPS	48%	52%	30%
Expected Standard Writing	83%	82%	72%
Greater Depth Writing	30%	25%	13%

Average scaled score in Reading was 108,  National 105

Average scaled score in Grammar, Punctuation and Spelling was 109,  National 105

Average scaled score in Maths was 108, National 104

*Reading, Writing, Maths

*Grammar, Punctuation and Spelling

School Performance Tables

DfE, School Performance Tables are published by the Secretary of State on the Department for Education’s website. Click here to view Sacred Heart performance results.

• School Performance Gov.uk