On entry into Hayfield School, each child in the Reception class is assessed using an early years’ baseline assessment.  The results of these assessments are shared with parents within six weeks of their child starting school, and are used by teaching staff to plan appropriate learning experiences and set individual targets. The outcome of these assessments will form the baseline from which progress is measured as children move through the school.

Throughout a child’s time in school, their learning is being assessed on a daily basis.  This informs planning and teaching, and picks up any additional needs or gaps in learning. We hold regular pupil progress meetings, where we track underachievement so that appropriate intervention can be put into place to enable all children to reach their potential. Ongoing assessment and termly assessment tests are used to make a judgement at the end of the year about whether each child had reached age-related expectations, and next steps are planned for.  Children are described as working below expectations (for their year group), emerging (getting there), achieving expectations or exceeding expectations.

 Children at the end of each Key Stage (Year 2 and Year 6) are more formally assessed using Standard Attainment Tests (SATs) in Reading; Writing; Grammar, Punctuation and Spelling; and Mathematics.  Statutory assessments also happen at the end of Reception class and, in Year 1, a phonics check is carried out individually with every child to assess their knowledge of phonics. Children who do not reach the expected standard in phonics are checked again at the end of Year 2. The results of all assessments and tests are reported annually to parents and used for diagnostic purposes so that children’s academic needs can be addressed the following year.