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Breadsall Hill Top Primary School

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We believe that assessment provides the basis of informed teaching, helping pupils to overcome difficulties and ensuring that teaching builds upon what has been learned. It is also the means by which pupils understand what they have achieved and what they need to learn next. Formative assessment creates a positive learning environment where children can see the steps necessary for their own success. It enables teachers to set appropriate work at the level necessary for the children's continuing progress. Summative assessment is important for accurate information regarding a child’s attainment and progress. It informs whole school target setting and prediction of a cohort’s future attainment.


Types of assessment

 We use a combination of formative and summative assessments:


Formative Assessment (Assessment for Learning – AfL)
Formative assessment is a powerful way of improving pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.

Formative assessments are used to:

  • identify children’s strengths and gaps in their skills/knowledge
  • identify next steps for learning
  • inform future planning
  • enable appropriate strategies to be employed
  • facilitate the setting of appropriate targets for the class, group, and individual
  • track children’s rate of progress
  • facilitate an evaluation of the effectiveness of teaching and learning
  • inform future teaching and learning strategies
  • identify individuals and groups for specific intervention support.

    Summative Assessment (Assessment of Learning)

    Summative assessment is important for informing both parents, governors and teachers of a child’s attainment and progress. This will also inform whole school target setting and prediction of a cohort’s future attainment.

    Summative assessments are used to:
  • identify attainment through one-off standardised tests at any given point in time
  • record performance in a specific area on a specific date
  • provide age standardised information
  • provide end of key stage test data against which the school will be judged
  • ensure statutory assessments at the end of EYFS, KS1 and KS2 are met
  • provide information about cohort areas of strength and weakness to build from in the future


Planning for assessment

The 2014 National Curriculum objectives and Development Matters are used to guide our teaching. These documents provide us with the framework to ensure breadth and balance in our curriculum.

Following the assessment review of 2014 and the Commission’s report on Assessment without levels, levels will no longer be used to form judgements on pupil attainment.

As a school we have adopted an assessment system that measures the progress and attainment over the year, therefore, an 'average' child is expected to start in September as a low and move to a high by the end of the academic year. Therefore, if your child was in Year 3 they would be expected to be a Y3Low at the start of the year and end as a Y3High.



The school will use KS1 and KS2 sample tests in preparation for end of Key Stage examinations.


The school ensures that there is progression of skills planned in year on year.

Lessons are planned with clear learning objectives and success criteria, based upon the teacher’s detailed knowledge of each child. We strive to ensure all tasks set are appropriate to each child’s level of ability and to challenge them.

School Pupil Tracker is used alongside the New National Curriculum and this is used to make judgements for all pupils in Reading, Writing and Mathematics. School Pupil Tracker is effective in informing teachers about their pupils and enabling them to plan with clear differentiation.

Teachers use focused marking to assess children’s progress in relation to the planned learning objectives and set next steps to show where the child is in relation to this aim and how they can achieve. Teachers use this information when planning for subsequent lessons. Children respond to feedback using a purple pen (PPOP) to self-evaluate and to improve their work.

Assessment and Reporting in the Foundation Stage

Children in the Foundation Stage are observed regularly against the ‘Development Matters’ objectives. Observations are ongoing and recording in many varied ways. Often, learning is captured through photographs, recorded on labels and on documents filed for each child including electronically using 2simple. All the evidence for each child will help teachers make judgements on the Foundation Stage profile.

Focus Activities:  during focus activities, teaching staff write comments on the child’s work, often identifying the level of support needed or if the work was done independently.  Next steps are also identified.  Children, where possible, are encouraged to comment on their learning and next steps are also discussed with the children in child friendly terms.
Assessment and Recording in Key Stage 1 and 2

  • Teachers use assessment for learning (AfL) to provide on-going assessment, through the use of focused marking and/or observations of children’s work against learning objectives and success criteria. This information is then used to assess progress towards meeting learning targets and to identify and set next step targets for each child.
  • Teachers use School Pupil Tracker as an on-going basis to record progress and to identify next steps for learning in reading, writing and mathematics. Pupils' achievement is recorded in three stages Low, Mid and High with an additional assessment on depth of learning.
  • Annotated plans and planning notes made by class teachers and other adults involved with each child record other important information about the progress of children in the class.
  •  KS1 and KS2 use PiRA and PUMA formal tests to provide teachers with a reading and maths age for each child three times a year.
  • End of year assessments are used to support teacher judgements.
  • Children with identified special educational needs and those children not making expected progress are supported appropriately and their needs assessed regularly.
  • All teachers have Pupil Progress Meetings half termly where progress is analysed and targets are set, in reading, writing and mathematics. These meetings are held with members of the SLT.
  • Teachers use School Pupil Tracker to input data and to analysis individual progress, class trends and specific groups. Teachers submit data onto the online tracking system at the end of each half term . Assessments are passed on to the receiving teacher at the end of each academic year.