Assessment and Reporting

At Rotherfield Primary School, part of the Growth Learning Collective (GLC), our assessment approach is driven by a simple, shared principle: we use assessment to guide our teaching, making sure every child gets the support they need to progress.

Assessment is not an endpoint but a continuous process that enables us to understand each learner, celebrate their strengths and quickly identify what they need next. This keeps learning responsive, inclusive and ambitious for every pupil.

 

Our Assessment Principles

Under the GLC approach, assessment at Rotherfield is designed to:

• Identify what pupils know, understand and can do
• Highlight misconceptions early so teachers can act swiftly
• Support targeted intervention and small guided groups
• Ensure all pupils “keep up, not catch up”
• Inform curriculum planning and improvement
• Communicate progress clearly to parents and carers

We balance formative (ongoing), summative (periodic) and statutory assessments to build an accurate, holistic picture of each child.

 

Formative Assessment/ How Assessment Supports Learning

Assessment is woven into everyday classroom practice. Teachers continuously reflect on what pupils know and can do, using questioning, discussion, observation and live feedback to check understanding. This helps them adapt teaching in real time, revisit key concepts when needed and provide immediate support through small, guided groups.

Across the wider curriculum, pupils also take part in short, low-stakes quizzes and retrieval activities. These help secure long-term understanding without creating pressure, while giving teachers a clear sense of what pupils remember over time.

 

Summative Assessment: Tracking Progress Over Time

Alongside ongoing classroom assessment, we use a small number of more formal assessments across the year to build a reliable picture of each child’s progress.

• NTS Standardised Reading and Maths Assessments (Years 1–6)
• GAPS Grammar, Punctuation and Spelling Assessment (Years 1-6)
• Half-termly Little Wandle phonics assessments in Early Reading
• Salford Reading Age and Fluency Assessments (three times per year)

These assessments support Pupil Progress Review meetings, helping us identify pupils who need additional support or challenge. spot patterns and put well-targeted support in place where necessary.

 

Statutory Assessments

We carry out all statutory assessments required by the Department for Education:

• Reception Baseline Assessment (RBA)
• Early Learning Goals (ELGs) at the end of Reception
• Year 1 Phonics Screening Check (and Year 2 resits)
• Year 4 Multiplication Tables Check
• Year 6 SATs

 

Targeted Support, Early Intervention and Small Group Teaching

A core part of our approach is noticing difficulties early and responding quickly. Support may take the form of in-the-moment feedback, a short revisit of key skills, additional practice or a place in a small, guided-group. Where a deeper need is identified, our SEND team works closely with teachers and families to put tailored provision in place. This emphasis on early identification and timely intervention helps ensure children remain confident, resilient and able to keep pace with the curriculum.

 

Reporting to Parents and Carers

We believe that strong communication between school and home is essential to children’s success. Parents and carers are invited to autumn and spring consultations, where teachers share progress, next steps and ways to support learning at home. Families also receive a comprehensive written report in the summer term, detailing achievement and progress in all areas of the curriculum.

In addition, parents are welcome into school throughout the year for SEND review meetings, open classroom events, and subject celebration days, which offer opportunities to see learning in action and understand how children are progressing.