Assessment

Assessment and Target Setting

At Aston Rowant we are committed to using assessment in a clear, consistent and purposeful way to ensure that every child is supported to achieve their best. Assessment at our school is used purposefully to support learning, not to generate unnecessary data. Teachers use assessment to check what pupils know and remember, identify gaps in understanding, and plan the next steps in teaching. This means that lessons can be adapted quickly to provide extra support where it is needed or to extend learning when pupils are ready for greater challenge.

Our assessments are closely linked to the way our curriculum is sequenced, helping us ensure that every child keeps up with the essential knowledge and skills for their year group. Leaders review assessment information regularly to monitor progress, ensure early intervention for any pupil who may be falling behind, and evaluate the impact of our curriculum. This approach reflects Ofsted’s expectation that assessment is meaningful, proportionate, and used effectively to secure strong outcomes for all pupils.

In line with national terminology, we report attainment as ‘working towards’, ‘expected’ or ‘greater depth’, with all children working towards meeting the expected standard for their year group by the end of each academic year. As pupils move into a new year group, they begin working towards a fresh set of age-appropriate National Curriculum standards.

We deliver an adaptive and creative curriculum that values the unique strengths and needs of every child. Our small cohorts enable teachers to tailor learning closely and ensure that assessment reflects not just year-group expectations but the progress of each individual learner. This personalised approach aligns with Ofsted’s focus on leaders knowing their pupils well and using assessment thoughtfully to inform teaching.

Assessment at Aston Rowant is ongoing, reflective and closely tied to curriculum intent. Each child follows a carefully sequenced programme of study based on National Curriculum objectives, and they work towards personalised reading, writing and mathematics targets. Teachers plan learning that is responsive to need: lessons are adapted daily through assessment of pupils’ work and understanding, ensuring either additional support or further challenge is provided. This continual cycle of instruction, assessment and adjustment enables teachers to maintain an accurate picture of each pupil’s progress. Leaders track progress termly, ensuring timely identification of pupils who may benefit from further intervention or additional stretch. This reflects the expectation that schools demonstrate early identification and effective monitoring systems.

All progress data is recorded on OTrack each term and reviewed through our half-termly pupil progress meetings and regular Teaching and Learning meetings with governors. These reviews ensure that leaders and governors maintain robust oversight of pupil outcomes, a key expectation within the new safeguarding and leadership evaluation areas. Information is also shared with parents through termly reports and parents’ evenings, ensuring families remain informed and engaged in their child’s learning journey.

For writing, progress is assessed across the curriculum. Our ‘Big Writing’ opportunities provide extended tasks with clear success criteria matched to each child’s individual targets. These pieces are used as formal assessment evidence and are measured against year-group expectations. Writing is also assessed through teacher judgement, with Year 2 and Year 6 writing moderated externally where required.

Statutory assessments are carried out in line with national requirements. At the end of EYFS, children are assessed against the Early Learning Goals to determine whether they have achieved a Good Level of Development. In Year 1, pupils undertake the Phonics Screening Check. In Year 2 children complete optional KS1 SATs. Year 4 children have a multiplication check. Finally, Year 6, children complete SATs in reading, mathematics and SPaG, which are externally marked and reported using a scaled score where 100 represents the expected standard. Teacher assessments are also submitted for reading, mathematics and science, with writing assessed by teacher judgement.

Teacher assessments are informed by both the Chris Quigley milestones and the National Curriculum objectives. Together, these frameworks support staff in making consistent and accurate judgements about children’s attainment and progress.