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Assessment Arrangements

Pupils arrive at Farley after taking Key Stage 1 SATs at infant school. Throughout their stay at Farley the Pupil' attainment and progress will be monitored at regular intervals, enabling valuable intervention to take place should children be at risk of falling behind.

As children's work is marked, the teacher will give praise and feedback which allows children to know what their next steps to improve are.

As from September 2014, a new National Curriculum will be taught to pupils in Year 3, 4 and 5. Pupils in the current Year six will continue to be taught the old National Curriculum and will be tested on that when they sit their SATs examinations in the Summer Term 2015. These tests will be externally marked and reported to parents towards the end of the academic year. These results will also be published nationally early the following academic year.

This will have an effect on how we assess pupil's attainment and progress, especially as the DfE has removed levels. This challenges the school to come up with its own robust assessment system. To this end the NAHT designed a set of principles to assist schools to develop their own assessment systems. It is expected that every school's assessment system s will be underpinned by these principles and that this will ensure they are fit for purpose.

Farley Junior School is currently in the process of using these principles to develop an assessment system and policy that is robust.

Principles for assessment


NAHT – For Leaders, For Learners
Underpinning Principles for Assessment
P1. Assessment is at the heart of teaching and learning.
  • Assessment provides evidence to guide teaching and learning.
  • Assessment provides the opportunity for students to demonstrate and review their progress.
P2. Assessment is fair.
  • Assessment is inclusive of all abilities.
  • Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.
P3. Assessment is honest.
  • Assessment outcomes are used in ways that minimise undesirable effects.
  • Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
  • Assessment judgements are moderated by experienced professionals to ensure their accuracy.
P4. Assessment is ambitious.
  • Assessment places achievement in context against nationally standardised criteria and expected standards.
  • Assessment embodies, through objective criteria, a pathway of progress and development for every child.
  • Assessment objectives set high expectations for learners.
P5. Assessment is appropriate.
  • The purpose of any assessment process should be clearly stated.
  • Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task, and to the desired feedback information).
  • Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
  • Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
P6. Assessment is consistent.
  • Judgements are formed according to common principles.
  • The results are readily understandable by third parties.
  • A school's results are capable of comparison with other schools, both locally and nationally.
P7. Assessment outcomes provide meaningful and understandable information for:
  • pupils in developing their learning;
  • parents in supporting children with their learning;
  • teachers in planning teaching and learning;
  • school leaders and governors in planning and allocating resources; and
  • government and agents of government.
P8. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

SATS information for parents