Assessment at Blowers Green Primary

At Blowers Green Primary, our aim is for every pupil to make strong progress from their individual starting points. Assessment is central to this ambition. We use a blend of ongoing formative and summative assessment to track progress, celebrate achievements and take swift, strategic action where additional support is needed. Our approach ensures pupils develop the resilience, determination and academic maturity needed for success both in school and beyond.

Assessment helps every child to belong, achieve and thrive. It enables us to understand learning, remove barriers and ensure all pupils reach their full potential. Our systems are purposeful, supportive and rigorous, giving teachers and leaders high‑quality information that informs planning, supports improvement and ensures our high expectations are consistently met.

Assessment in the Early Years (EYFS)

Children entering Nursery or Reception complete an initial school‑based baseline assessment. Reception pupils then complete the statutory Reception Baseline Assessment (RBA) within the first six weeks.

Throughout the year, teachers closely monitor development and progress. At the end of Reception, pupils are assessed against the Early Years Foundation Stage Profile (EYFSP), which determines whether they have achieved a Good Level of Development (GLD).

We place a strong emphasis on early language.

• All pupils in Nursery and Reception are screened using WellComm.
• Where required, the Nuffield Early Language Intervention (NELI) is used to target support promptly.

Phonics progress is assessed every half term through Read Write Inc., ensuring reading books match each child’s growing phonetic knowledge.

Assessment in Key Stage 1 and Key Stage 2

Across KS1 and KS2, pupils follow a carefully structured assessment cycle that balances teacher judgement with reliable standardised testing.

Mathematics

• Pupils complete termly NTS arithmetic and reasoning assessments.

Reading

• All pupils undertake NTS reading assessments, offering detailed insight into comprehension, fluency and inference.

Grammar, Punctuation & Spelling (GPS)

• Pupils in Years 2–6 sit Rising Stars GPS assessments each term.

Writing

• Independent writing pieces are moderated using school‑developed Teacher Assessment Frameworks (TAFs) aligned to the National Curriculum and end‑of‑KS2 expectations.

Assessment data is moderated and analysed each term so teachers can identify gaps, refine planning and accelerate progress where needed.

Assessment in Foundation Subjects

Foundation subjects are assessed with the same level of rigour and challenge. Each unit of work has clear key knowledge, supporting teacher clarity and allowing pupils to focus on essential concepts without overload.

• Teachers use formative assessment in every lesson.
• Exercise books show evidence of knowledge secured.
• Immediate interventions support pupils who need additional practice.

Subject leaders monitor assessment information carefully to maintain consistent expectations and strong progression across the curriculum.

Statutory Assessment Points

While statutory KS1 outcomes in reading, writing and maths cease in 2024–25, national assessments still take place at key points:

Reception

• Reception Baseline Assessment (RBA)
• Early Years Foundation Stage Profile (EYFSP)

Year 1

• Phonics Screening Check

Years 2 and 3

• Optional SATs to support teacher assessment
• Phonics rechecks for pupils who did not meet the expected standard in Year 1

Year 4

• Multiplication Tables Check (MTC)

Year 6

• End‑of‑Key Stage 2 assessments in:
  • Reading
  • Writing
  • Maths
  • Grammar, Punctuation & Spelling
  • Science

Monitoring, Moderation and Impact

Assessment outcomes are reviewed termly by senior leaders, including the SENDCo and pastoral and attendance leads. These reviews take place before Pupil Progress Meetings, where academic, social, emotional and contextual barriers are identified and addressed.

Moderation takes place:

• Internally across year groups and subjects
• Externally across Dudley Academies Trust
• Through statutory external moderation where applicable

This ensures accuracy, consistency and high expectations across the school.

Communicating Progress to Families

We value strong partnerships with families.
Parents and carers receive:

• Termly consultation updates
• An annual report outlining achievement, progress and next steps
• Statutory assessment results in line with national guidance

Our Approach in Action

At Blowers Green, assessment is not just about numbers. It is about knowing every child, understanding their strengths and needs and responding with high‑quality teaching. Through careful analysis and targeted intervention, we ensure every pupil has the support they need to succeed.

Progress is tracked termly using:

• NTS Maths (arithmetic and reasoning)
• NTS Reading
• Rising Stars GPS assessments (Years 2–6)
• Moderated writing assessments aligned with school‑developed TAFs

Foundation subject assessments are also reviewed to ensure progression in knowledge and skills.

Where progress is slower, teachers meet half‑termly with SLT and the SENDCo to agree immediate, time‑bound interventions. These are reviewed at the next meeting and adjusted or intensified as needed, which may include increased scaffolding, targeted group work, domain‑specific teaching or pastoral support.

Inclusion

Inclusion is central to our assessment approach. Every pupil, regardless of need, background or starting point, is enabled to access and succeed within the full curriculum. Teaching is adaptive, and assessment arrangements are flexible to ensure pupils can confidently demonstrate what they know and can do.

Pupils with Individual Education Plans (IEPs) or Behaviour Profiles have personalised, ambitious targets that are reviewed termly with families. Access arrangements mirror those used in statutory assessments so that pupils feel familiar and confident.

Assessment‑style questions and conditions are embedded throughout the year, reducing anxiety and building independence.

We are committed to the principle that what is essential for some is beneficial for all, ensuring that assessment at Blowers Green is equitable, empowering and accessible for every learner.