Assessment Strategy

Assessment at Innsworth Infant School 

The aim of this guide is clarify the approach to assessment taken within Innsworth Infant School and how this will link with the new National Curriculum. 

Teachers are assessing your children all the time in a variety of every day ways which range from observations to formal questions. Your children will be given regular feedback about their learning and progress. Due to their young age, a large amount of the quality feedback they are given will be verbal. By the time they are in Year 2 the amount of marking and recorded feedback will have increased. A guide to how teachers mark children work is included here.


In Reception the children are assessed through teacher observations against the criteria of the Early Years Foundation Stage (EYFS). From Sept 2015 the school is required to report a baseline assessment using a government approved assessment tool. We are using Early Excellence. More information can be found about this by following this link.

 During their time in Reception children are assessed using the Early Years Profile against Early Learing Goals (ELGs). At the end of reception children’s attainment against the ELGs is reported. An overview sheet of the ELGs is available here.

More formal assessments are also used to track children’s progress and identify any gaps in their learning. From September 2015 the Progress in Reading Assessment (PIRA) and the Progress in Understanding Mathematics Assessment (PUMA) have been introduced to give us a reading age for every child and a national standardised score. We can use the data from these tests to track progress and also analyse these assessments for any areas of weakness or gaps in understanding which we can then address in future teaching. This testing takes place in October and June in Y1and in February in Y2. 

Alongside these proven methods of assessment we are involved in piloting the Chris Quigley Depth of Learning assessment tool. This has been designed to evaluate children’s understanding and abilities within the new National Curriculum. The intention is to create a full and rounded picture of every child’s abilities, understanding, needs and ongoing progress.

In Year 2 we carry out National Assessments (SATs) in Reading, Spelling, Punctuation and Grammar, and Mathematics. Key Stage 1 assessments results from 2016 will be reported using a National Scaled Score. More information on this can be found on the DFE website.