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Age Related Expectations (AREs) at the end of each given year.  We also now have mid-year reports as follows:-

Droxford Assessment mid-year reports for parents

Years 3-6

Droxford Assessment model information for parents

Year 3             Year 4           Year 5           Year 6

Assessment information for parents

From this September, the government has made changes to the way that children in schools are to be assessed which is to tie in with the new National Curriculum. This has involved the removal of the ‘Level system’. The below information outlines how Droxford Junior School assess your children.

Why do we assess?

We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil.

We assess children to:

  • Ensure that all children make as much progress as possible.
  • Help teachers to plan next steps for all children.
  • Inform parents how well their child is doing in school.
  • Give school governors data about school performance to hold school leaders to account.

How do we assess?

At Droxford Junior School we assess how well children are doing in relation to Age Related Expectations (ARE) called Performance Standards.

The performance standards describe what performance in a particular subject should be like by the end of each year in school, specifically in reading, writing and mathematics.

These standards reflect a clear progression of knowledge, skills and understanding within each subject for all children. They replace the old style level format that has been used in the past.

When your child starts in Year 3 there will be a number of baseline tests which are used to support Key Stage 1 assessments in enabling Droxford Junior School children to be supported and challenged in their new classes.

Key Stage 2 Assessment

In Year 6 there is a combination of teacher assessment, tasks and statutory external tests to assess each child’s performance in: reading; writing; grammar, punctuation & spelling; and mathematics. All pupils will receive a raw score that is converted to a scaled score. A score of 100 will always represent the ‘expected standard’.

Types of Assessment

Assessment for learning (formative assessment): Helps to identify the next steps needed to make progress. It takes account of pupils strengths and gaps in their learning. This is ongoing monitoring by the teacher on a daily basis to see how children learn and develop and is achieved through various means:

  • Marking and feedback
  • Talking to the children about their work
  • Observing children learning
  • Discussions with other staff

 The outcome of this type of monitoring may change lessons, inform next steps when planning, and direct extra assistance for children.

Teachers will use various methods to find gaps in children’s knowledge and understanding to be able to accurately plan and teach to plug the gaps and ensure continued progress.

Assessment of learning (summative assessment): is more associated with judgements based on grades with public accountability.

These are termly assessments made against the performance standards as a type of review. Teachers also consider a range of evidence in books and what they know about the child.

The outcome of this type of assessment will be the stage at which the child is performing, for example:

  • Child A is working within the expectation for a year 3 child in mathematics


Within each year group expectation there are 3 steps to describe how secure they are in relation to the performance standard. These are:

  • Entering (E)
  • Developing (D)
  • Secure (S)

So Child A, in our example, maybe assessed as ‘Entering year 3 expectation’ (or simply ‘3E’) if they were beginning to show some understanding with the year 3 curriculum.

As there is a progression of standards each year throughout school, we expect children to typically progress one step each term (3 steps per year) and they may be working at any point in the progression regardless of their actual age.

Teachers use this information to ensure they are setting work that meets the needs of the children.

Reporting to parents

There are two parents’ evening appointments for parents to meet with their child’s teacher and have a look at their work in school, and a final end of year written report.

On these occasions parents are likely to be told one of the following judgements in relation to reading, writing and mathematics:

  • Your child is working towards the expectations for their age
  • Your child is working within the expectation for their age
  • Your child has met the expectations for their age

If a child is working significantly below the expectation for their age, it is likely that they will be assessed for special educational needs (SEN). This will also mean that parents can expect close dialogue with the school and report comments will reflect attainment and shouldn’t come as an unpleasant surprise in terms of Age Related Expectations.

Your child will also be issued with an annual written report from the class teacher that will detail the progress your child has made in all subjects. Any statutory results (phonics, SATs) will be included in this report.