Assessment at Redhill is purposeful and gives an insight into pupils’ knowledge and understanding, allowing teachers to set realistic, yet challenging targets. Assessment is carried out daily through formative methods and also summative to provide clear information on knowledge, skills, key concepts and also the application of these. Assessment may look very different from one child to the next as all children have different starting places and learning styles. 

The changes to the national curriculum and its assessment go well beyond mere changes of content. They invoke very different day to day approaches to assessment and signal fundamental shifts in ideas about learning and assessment. The sub levels have now been removed and the new curriculum is founded on the principle that teachers should ensure that the pupils have a secure understanding of key ideas and concepts before moving onto the next phase. 


The three main forms of assessment at Redhill are: 

  1. Formative assessment- used by teachers to evaluate pupils’ knowledge and understanding on a day to day basis and to tailor teaching accordingly. This can include, probing questions, quick recap questions, scrutiny of work and formal tests. 
  2. Summative assessment- enables schools to evaluate how much a pupil has learned at the end of a teaching period. 
  3. Nationally standardised summative assessments- used by the government to hold schools to account.

 As part of the formative assessment, teachers use their knowledge of what the child can do to support planning of future teaching. Books are looked at and next steps are considered. Teachers also use publications that we have bought to identify where there are strengths within an individual/groups/cohorts understanding, and establish what the areas for development are. At the end of each term summative assessments are used to add to the teacher’s assessment of the children. These assessments allow teachers to identify progress and also plan further work. 

National assessments happen in the summer term. These assessments are carried out with Year 1, Year 2 and Year 6.

Year 1 children all undergo a phonics screen in June. Each child will sit with their teacher in a quiet place and be assessed on their application of phonics knowledge. The children are expected to read a range of real and nonsense words which include phonics that they have been taught.

Year 2 children will take part in the KS1 SATs. There is a window of time for these to be completed in May. The teachers then use the results from these assessments and add them to the teacher judgments submitted in June. Children will take part in Maths papers which will assess their calculation skills and application of knowledge to problems involving all four operations and shape, space and measure. The children will also sit two reading papers where they will need to use comprehension skills to answer a range of questions on what they have read. The writing level is based solely on what the children have been doing in lessons and there is not a formal test for this. Evidence will be taken from different genres the children have produced over a period of time. The children in year 2 will also take a SPaG assessment (Spelling Punctuation and Grammar) to assess their application of spelling and grammar.


National Assessment Tests

National Assessment Tests 2019

Redhill Assessment policy