Assessment is essential as a means of measuring children’s learning and setting targets. It helps children to understand what they can do and how they can develop. Assessment can form the basis for planning the next educational steps in response to children’s learning needs. Recorded assessments ensure there is a record of achievement and provides information for others. These records provide consistency and progression throughout the school.

Sibertswold’s Assessment system.

How children are assessed

On-going assessments happen within all learning on a daily basis. Six times a year teachers assess children in a more formal way in order to track on-going progress. This will be arrived at through  reviewing the expected criteria statements and through test-type summative assessments which will validate and verify the formative judgements.

Formative assessment

All teachers use on-going formative assessment to assess children’s understanding of their learning against the criteria statements of the new national curriculum. This forms the basis of planning for the developing learning needs of each child. If a child meets the criteria at an expected level they will experience rich deep learning aimed at mastery of learning at an exceeding level. SLT monitor the progress of learning through work scrutiny on a weekly basis.

Self- assessment

Children are encouraged to assess their learning and check their work against the success criteria. Each child has the opportunity to reflect on their learning with the class teacher during pupil conferencing times (3x year) In KS2 children regularly have the opportunity to peer assess.

Explanation of Sibertswold’s assessment system.

9 point system: 1 – 9

3 main types of learner: Working towards …      Expected …   Greater Depth



Expected Expected Expected Greater Depth Greater Depth Greater Depth
Points allocation 1 2 3 4 5 6 7 8 9

Assessment is made against the child’s progress with the statements of the National Curriculum (2014) for their age group in all subjects.

At the start of the new school year each child will be’ Working towards’ in their year group expectations as at this point they will not have covered any of their new year group’s learning.

By the end of the year the children achieving an expected standard will have achieved all of the expected statements for their year group.

They will progress through the points allocation as they meet the following criteria:

Working towards-: 1     Below 50% of the expected statements achieved

Working towards-: 2      50% – 75% of the expected statements

Working towards-:3          75% – 100% of the expected statements

Expected-: 4   Securely meeting all the expected statements

Expected -: 5  Very confident at meeting all the expected statements

Expected -: 6  Works at a rapid rate, meeting all the expected statements & meeting 50% of Greater Depth statements

Greater Depth: 7 – 9 Meeting all greater depth statements working at Mastery curriculum