Assessment

The Principles and aims of assessment

Along with all other maintained schools in England, we teach the National Curriculum and the Early Years and Foundation Stage framework. We see these as the bare bones of what we have to teach, but also teach a great deal of other content because we know that it is important.

In order that we can best meet the needs of all children, staff are continually assessing their knowledge, skills and needs. We aim to do this in a manner which does not become stressful to either children or staff, and remain focused on learning rather than box-ticking.

The assessment of children at Hanover Primary School serves several purposes, but is underpinned by a single aim. Our assessment procedures are designed in order to “help children reach their potential”. There are three broad, overarching forms of assessment at Hanover, as outlined below and described in more detail in our assessment policy and guidance, which you can download on this page.

Day-to-day in-school formative assessment, for example:

• Question and answer during class
• Marking of pupils’ work
• Observational assessment
• Regular short re-cap quizzes
• Scanning work for pupil attainment and development

In-school summative assessment, for example:

• End of year exams
• Short end of topic or unit tests
• Reviews for pupils with SEN and disabilities
• Reception and Nursery baseline testing

Nationally standardised summative assessment, for example:

• National Curriculum tests at the end of Key Stage 2
• National Phonics Screening test at end of Year 1
• National Curriculum teacher assessments at the end of Key Stage 1
• Early Years assessment against the Good Level of Development Measure at the end of Reception

In order to tailor teaching appropriately for all children, including those with SEN or other specific learning needs, all staff at Hanover need to hold a deep and comprehensive understanding of where each child is with their learning.

For curriculum specific information, please click here.