When we talk about assessment it depends from whose viewpoint. The government will be talking about assessment in relation to accountability. Here are some other views:


Teacher’s view - “People talk about assessment as though it’s separate to teaching. For me assessment is what you have to do in order to teach effectively.”


Child’s view - “I like to check my next steps and find out what I have done well. I also want to know how to get better at what I’m doing.”


What we believe at Bloxham - “Assessment should always improve learning not prove learning”  Graeme Logan HMI

Assessment is at the heart of children’s learning and our teaching.  This helps us build up a picture of a child's progress and achievement and also to identify their next steps in learning.


There are two types of assessment; formative and summative:






To improve

To prove


To enhance learning

To make judgements about children’s performance

Relation to teaching

Occurs during teaching

Occurs at end of year


Occurs on a daily basis

Occurs at a particular point in time to see what children know


To improve learning allows teachers to make decisions and monitor their teaching based on how the children are doing

To predict and judge children’s performance, give grades and determine if the content being taught was retained



At Bloxham C of E Primary School we have the following summative assessments


  • Foundation Stage: Baseline
  • Year 1:  phonic screening
  • Year 2 : SATs
  • Year 3,4,5: end of year assessments
  • Year 6: SATs

A glimpse into our classrooms shows examples of formative assessment, ongoing assessment through questioning, observation and dialogue, children indicating the answer using fingers, whiteboards, using learning partners to discuss questions, teachers giving feedback when walking round the classroom and explaining any misconceptions and marking books to give children their next steps more formally.

Our school is unique in the fact that we have no hands up, everyone thinks. The teacher asks a question and everyone is expected to think. Sometimes children discuss answers with their learning partners and children are then chosen at random using lolly sticks with names on to share their thinking. So every person is active in the classroom, there is no escape!

Learning is all about going deeper, it is about applying knowledge in new situations and extending the learning.

This is what children in year 6 are learning              23.12 + 22.? = 45.23


This is going deeper: Can you use five of the digits 1 to 9 to make this number sentence true

? ? . ? + ?.? = 3.7

Find other sets of five of the digits 1 to 9 that make the sentence true


Assessment bookmarks are sent home every Monday to keep parents informed of their child’s learning. Each statement is in child friendly language, as ‘I can…’. A ‘T’ is clearly marked to show what they are particularly focusing on. It is important to take the time to look at a child’s targets with them. Knowing what your child is focusing on in school will enable you to support and encourage them at home.

Children are assessed continuously during lessons to help them move on with their learning. When there is evidence of learning supporting a statement then the assessment bookmark is dated. Once a statement is secure it will be highlighted in a certain colour depending on the term in which it has been achieved. An arrow at the end of a statement indicates the child has been given more challenging learning than is indicated in the statement.


Term 1 – pink

Term 2 – green

Term 3 – blue

Term 4 – orange

Term 5 – purple

Term 6 – yellow


It is worth noting that doing something once or twice correctly does not always mean that a target has been securely reached. Many aspects of each statement have to be repeated several times before children retain the information, knowledge or skill.

We now only formally assess the children in June but we still continually track our children's progress. We input assessment data onto our school tracking system 3 times a year for reading, writing and maths.


Our teachers work with your children, day in day out, using the statements, so they have a really good idea where each child is in their learning.

For each area of learning a numerical value is given.




Children who have evidence for some of the learning in a particular area but they are not yet secure



Children who have achieved a breadth of learning across almost all of the targets for the level



Children who have moved forward to more challenging learning and have applied what he/she has learned in new and unfamiliar situations


For reading, writing and maths, there are 8 areas of learning






Making connections


Place value




Add and subtract




Multiply and divide



Word choice




Sentence fluency







Group participation


Position & direction


Group leadership




By the end of the year most children will have at least a 2, which is the numerical value for ‘expected’, in each area for each subject. This will give a total of 16 (8 areas x 2).


Children with particular learning needs (SEND – Special Educational Needs and/or Disabilities) may have a different total to achieve, depending on their individual requirements.



Pupil attainment is reported at the end of the year in terms of emerging, expected and exceeding according to national age-related expectations.


Emerging: This is given to a child who is working towards the expected standard for their year group


Expected: This is given to a child who has met the expected standard for their year group


Exceeding: This is given to a child who has exceeded the expected standard for their year group


Very thorough systems are put into place at Bloxham Primary School so no child can slip through the net.

We want all our learners to be high attaining lifelong learners.