Assessment is an integral part of teaching and learning at Boundary Primary School. Teachers, support staff, pupils and parents all play an important role in ensuring that assessment supports progress, achievement and high expectations for every child.

Our Approach to Assessment

At Boundary Primary School, assessment is designed to:

• Support high-quality teaching and learning
• Identify what pupils already know, understand and can do
• Be based on clear, shared success criteria
• Be manageable, consistent, purposeful and meet statutory requirements

Pupil Involvement

Pupils are actively involved in their learning and assessment. They are encouraged to:

• Track their progress and understand their next steps
• Recognise their strengths and areas for development
• Reflect on their learning and set targets
• Develop confidence and celebrate their achievements

Working with Parents

We believe strong partnerships with parents support pupil success. We provide clear information that:

• Highlights progress and achievements
• Identifies areas for development and ways to support learning at home
• Offers regular opportunities to discuss attainment and progress

Types of Assessment

Assessment at Boundary Primary School is organised into three key types:

Day-to-Day Formative Assessment

Formative assessment is embedded in everyday teaching. It allows teachers to adapt learning in real time and support pupils effectively.

Teachers use a range of strategies, including:

• Questioning
• Live marking and feedback
• Retrieval practice
• Observations
• Self-assessment

This helps identify what pupils have secured and what they need to learn next. Teachers record professional judgements on Arbor (half-termly for core subjects and termly for foundation subjects), indicating whether pupils are working below, towards, at or above age-related expectations.

Across the Curriculum

In-School Summative Assessment

Throughout the year, pupils in Years 1–6 complete assessments in Reading, Writing and Mathematics, including:

• Rising Stars
• NFER
• White Rose

Teachers analyse results carefully to identify gaps, inform planning and tailor teaching to meet pupils’ needs.

Nationally Standardised Assessment

National assessments are used to support teacher judgement, while maintaining a broad and balanced curriculum.

• Year 6 (KS2 SATs): Scaled scores in reading, GPS and mathematics, alongside teacher assessment in writing, reading, mathematics and science
• Year 1 Phonics Screening Check: Assessment of phonics knowledge
• Year 4 Multiplication Tables Check: Online test of multiplication fluency

Moderation

To ensure consistency and accuracy, moderation takes place regularly:

• Within school
• Across the SynergyTrust
• With external partners, including the Local Authority (EYFS and Year 6)

Reporting to Parents

Each year group has key learning objectives that pupils are expected to achieve. Pupil attainment is reported as:

• Working Towards
• At Expected
• Working at Greater Depth

SEND Assessment

Assessment is adapted to meet the needs of all learners. Pupils with SEND are assessed using Boundary Small Steps in Reading, Writing and Mathematics. Progress is recorded on Tapestry to ensure development is tracked from individual starting points.

Assessment in the Early Years (EYFS)

Assessment in the Early Years focuses on personalised learning and development.

• Baseline assessments are completed on entry to Nursery and Reception, including the statutory Reception Baseline Assessment
• Ongoing assessment is observation-based and recorded on Tapestry and Arbor across all seven areas of learning

At the end of Reception, pupils are assessed against the Early Learning Goals.

A Good Level of Development (GLD) is awarded when pupils achieve the expected level in the prime areas, literacy and mathematics. Pupils who do not achieve GLD continue to receive targeted support into Year 1.