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Assessment Information for Parents and Carers

This information has been put together to inform you on the assessment procedures we have in place here at St. Helen’s.

Effective Assessment Systems should;

  • Give reliable information to parents about how their child, and their child’s school is performing
  • Help drive improvement for pupils and teachers
  • Make sure the school is keeping up with external best practice and innovation

Early Years Foundation Stage  (Pre-school, Nursery and Reception)

Children in the EYFS will continue to be assessed against the Early Years Foundation Stage (EYFS) Profile. This consists of age bands with outcomes taken from the Development Matters document which makes it clear how children should progress from their on entry assessment in pre-school or nursery and work towards the Early Learning Goals for Reception aged learners.

During the children’s time in the pre-school the staff complete a ‘Two Year Development Review’ with consultation with the child and parent in line with EYFS guidelines. At the end of Reception the children are reported as either Emerging, Expected or Exceeding the Early Learning Goals in each area of the prime areas (Personal, Social and Emotional Development, Communication and Language and Physical Development) as well as in Literacy and Mathematics.

Evidence in the EYFS is gathered through observations of learners, samples of work, photographs of play and conversation records which demonstrate the child’s understanding of a given concept. The school also makes use of an electronic system called ‘2Simple’ to record the experiences. Profiles and books are regularly shared with parents through coffee mornings, parent meetings, assemblies etc. The electronic profile observations and photographs are also shared with parents half termly through the application ‘2Engage’. Parents are also welcome to share information and home learning experiences with the school through this application, which is really useful in gaining a well rounded picture of the child in all assessments.

Key Stage One and Two (Years 1 – 6)

St Helen’s staff are teaching from the National Curriculum and are therefore covering all the requirements for the specific year groups. At the end of each unit teachers complete structured evaluations to assess the children’s understanding. The unit evaluations have been devised to ensure continued progress throughout the year in line with age expected standards.

End of unit bands are monitored using ‘Target Tracker’ every half term and children are given appropriate targets which are also reviewed frequently. Targets for English and Mathematics are developed through the use of a bookmark system and are used as an accessible learning tool in a cross curricular manner. This target system ensures that children know their next steps to further develop their learning. Targets are shared and discussed with parents twice a year at parent’s evenings.

Children are assessed against the each subject and unit in terms of whether, at each stage, they are Beginning (B/B+), Working Within (W/W+) or Secure (S/S+). Below is a table which shows how bands are developed throughout the school.



Year 1


Band 1

1 beginning (1b)


1 working (1w)


1 secure (1s)


Year 2


Band 2


2 beginning (2b)


2 working (2w)


2 secure (2s)


Year 3


Band 3

3 beginning (3b)


3 working (3w)


3 secure (3s)


Year 4


Band 4

4 beginning (4b)


4 working (4w)


4 secure (4s)


Year 5


Band 5

5 beginning (5b)


5 working (5w)


5 secure (5s)


Year 6


Band 6

6 beginning (6b)


6 working (6w)


6 secure (6s)


The National Curriculum focuses on ensuring children have an outstanding breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is of great importance. Rather than moving ‘up’ the stages (similar to the old levelling system), the focus is on moving ‘outwards’ to develop a deeper understanding.

Gathering evidence of learners progress and development will continue with a wide range of formative assessment; (day to day assessment through learning completed, observations, conversations and guided sessions) which will inform staff’s planning. We also employ some summative assessment strategies (more formal assessment/tests) which also play a part in the overall assessment and progress checks for learners at the set times in the year.