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How do we assess your child?

How do we assess pupils?

At Gascoigne, staff are constantly assessing your child’s skills, knowledge and understanding, during and after lessons. This assessment is used to plan the next stage in learning.

We use a range of assessment techniques, such as observation, standardised tests and questioning and we carry out all statutory assessment including KS1 and KS2 SATS and Phonics Screening.

We make a judgement about a child’s attainment each term, based on their recorded learning, tests and observations. Your child is assessed against the National Curriculum.

We use software called Target Tracker to record your child’s progress. Each curriculum statement for Reading, Writing, Maths, Science can be assessed as either not begun, working towards, achieved or mastered. On a termly basis, teachers will then review this picture of attainment that is building for your child, and assign a Step judgement that best fits where that child is with their learning.

Each band is divided into three broad sections:

· Beginning – Pupil is starting to access the curriculum for this year group.

· Working within – Pupil learning is fully focussed on the criteria for the year group.

· Secure – Confidence in most of the criteria for the year group.

Each band has then been further broken down into six steps:

beginning (b),

beginning + (b+),

working within (w),

working within + (w+),

secure (s)

secure + (s+).

For children to be working at age related expectation, they would need to reach the secure(s) step at the end of the appropriate year. Secure+ effectively represents both the transition step from one band to the next and the consolidation of the band. It allows teachers to identify pupils who, whilst still working at are related expectations, have attained a more thorough and wide-ranging grasp of the content and concepts.

We would expect pupils to move 1 step/point of progress each half term. This is on-track or expected progress.



In Nursery and Reception, children are assessed against the Foundation Stage Profile. Evidence for judgements against each of the statements is collected through observations, books and discussions, and depending on these judgements children may be described as having achieved the ‘Good Level of Development’ measure at the end of the Reception year. The school engages in regular moderation of these judgements with other schools. The data is recorded on a termly basis in Target Tracker for monitoring and target setting.


How is the Target Tracker data used?

Each term class data is collected and analysed by class teachers and the leadership team in Pupil Progress Meetings. Individual progress is monitored as well as that of specific groups. Interventions are targeted and reviewed based on the data collected. The leadership team review the schools data in connection with the school raising attainment plan and pupil progress across classes, year groups and whole school is considered in light of this. The school governors receive regular updates about the data from termly Headteacher reports.