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At Throston Primary School, we assess children continuously via on-going teacher assessment and tests. This information is regularly reported to parents. Assessments are divided into two categories namely statutory and optional. Children have to do statutory assessments under current government legislation. The statutory assessments are as follows:


1) End of Reception: Children are assessed against 17 aspects of learning and development. The aspects can be seen on page 17 of the 2014/15 Early Years prospectus. Children are awarded a score

of 1 (Emerging), 2 (Expected) or 3 (Exceeding) for each aspect. A higher score indicates a higher level of attainment. In 2013 62.9% of children obtained a Good Level of Development. In other words children achieved the expected level in ALL Prime Areas AND English and Mathematics.


2) End of Year 1: Children undergo a Phonic Screening Check to see if they meet the required government standard. Please see the accompanying government information sheet for parents. Children who do not meet the required standard in Year 1, repeat the check in Year 2. In 2014, 76.7% of children

passed the check compared to 74.0% nationally in 2014.


3) End of Year 2 (End of Key Stage 1): Children undergo rigorous teacher assessment in the following areas: Speaking and Listening, Reading, Writing, Mathematics and Science. Year 2 teachers use tests to

support their judgements. Level 2 is the nationally expected level of achievement for children at the end of Key Stage 1. A level of 3 or above represents achievement above the nationally expected standard for

most seven-year-olds. In 2014 100% obtained a Level 2 or above in reading, 96.7% obtained a Level 2 or above in writing and 100.0% obtained a Level 2 or above in mathematics.


4) End of Year 6 (End of Key Stage 2): Children undergo rigorous teacher assessment in the following areas: Speaking and Listening, Reading, Writing, Mathematics and Science. Level 4 is the nationally expected level of achievement for children at the end of Key Stage 2. A level of 5 or above represents achievement above the nationally expected standard for most eleven-year-olds. In addition to teacher

assessment children have to sit what are called SATs (Standard Assessment Tests) in Grammar, Punctuation and Spelling (please refer to the government leaflet), Reading and Mathematics.


Week commencing: Monday 11th May 2015 – Key Stage 2 SATs Week (results returned Tuesday 7th July 2015). Please ensure your child is NOT absent during this very important week.


Year 6 - Key Stage 2 Tests 2014 - Please ensure your child is not absent from school

Since September 2014, the current system of ‘levels’ used to repeat children’s attainment progress has been removed. This has allowed us greater flexibility in the way that we plan and assess pupil’s learning.


Our new assessment system allows teachers to assess children’s skills and knowledge over a period of time.

Teachers will ascertain if children can apply their skills and knowledge;




Always with thought



* Year 2 and Year 6 will use levels for the last time this year.


Foundation Subjects are now assessed by Milestone Steps. There are 3 milestone steps that can be



Milestone 1: To be achieved at the end of Key Stage 1.

Milestone 2: To be achieved at the end of Lower Key Stage 2.

Milestone 3: To be achieved at the end of Upper Key Stage 2.


Depending on how children apply their skills and knowledge will relate to whether children are:

emerging in a year group

developing in a year group

secure in a year group

mastered a year group

How well a child applies their skills relates to a numeric value:

Point Score



0 to 11 Months Entering


0 to 11 Months Developing


0 to 11 Months Securing


8 to 20 Months Entering


8 to 20 Months Developing


8 to 20 Months Securing


16 to 26 Months Entering


16 to 26 Months Developing


16 to 26 Months Securing


22 to 36 Months Entering


22 to 36 Months Developing


22 to 36 Months Securing


30 to 50 Months Entering


30 to 50 Months Developing


30 to 50 Months Securing


40 to 60 Months Entering


40 to 60 Months Developing


40 to 60 Months Securing


Reception Expected


Reception Nearly Exceeding


Reception Exceeding


Year 1 Nearly Emerging


Year 1 Emerging


Year 1 Developing


Year 1 Secure


Year 1 Mastering


Year 2 Emerging


Year 2 Developing


Year 2 Secure


Year 2 Mastering


Year 3 Emerging


Year 3 Developing


Year 3 Secure


Year 3 Mastering


Year 4 Emerging


Year 4 Developing


Year 4 Secure


Year 4 Mastering


Year 5 Emerging


Year 5 Developing


Year 5 Secure


Year 5 Mastering


Year 6 Emerging


Year 6 Developing


Year 6 Secure


Year 6 Mastering


Year 7 Emerging


Year 7 Developing



Year 7 Secure

Year 7 Mastering


Hartlepool Attainment Outcomes:

Age Label Point Score
0-11   3
0-11   4
0-11   5
8-20   6
8-20   7
8-20   8
16-26   9
16-26   10
16-26   11
22-36   12
22-36   13
22-36   14
30-50 Nur E 15
30-50   16
30-50   17
40-60   18
40-60   19
40-60   20
ELG Rec S 21
Y1 E 22
Y1 D 23
Y1 S 24
Y2 E 25
Y2 D 26
Y2 S 27
Y3 E 28
Y3 D 29
Y3 S 30
Y4 E 31
Y4 D 32
Y4 S 33
Y5 E 34
Y5 D 35
Y5 S 36
Y6 E 37
Y6 D 38
Y6 S 39
Y7 E 40
Y7 D 41
Y7 S 42
Y8 E 43
Y8 D 44
Y8 S 45
Y9 E 46
Y9 D 47
Y9 S 48


 NB 0.5 can be added to a child’s point score at the end of each year for ‘mastery’ of the curriculum


Learning to read through phonics Government Information for parents


What is Phonics?

Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:

  • recognise the sounds that each individual letter makes;
  • identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and
  • blend these sounds together from left to right to make a word.

Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.


Why Phonics?

Research shows that when phonics is taught in a structured way - starting with the easiest sounds and

progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5–7. Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.


Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia.


What is the Phonics Screening Check?

The phonics screening check is a quick and easy check of your child’s phonics knowledge. It helps your school confirm whether your child has made the expected progress. In 2015 the Phonics Screening Check will take place the week commencing Monday 15th June 2015.


How does the check work?

  • Your child will sit with a teacher he or she knows and be asked to read 40 words aloud.
  • Your child may have read some of the words before, while others will be completely new.
  • The check normally takes just a few minutes to complete and there is no time limit. If your child is struggling, the teacher will stop the check. The check is carefully designed not to be stressful for your child.


What are ‘non-words’?

The check will contain a mix of real words and ‘nonwords’ (or ‘nonsense words’). Your child will be told

before the check that there will be non-words that he or she will not have seen before. Many children will be familiar with this because many schools already use ‘non-words’ when they teach phonics.

Non-words are important to include because words such as ‘vap’ or ‘jound’ are new to all children. Children cannot read the non-words by using their memory or vocabulary; they have to use their decoding skills. This is a fair way to assess their ability to decode.


After the check

Your school should tell you about your child’s progress in phonics and how he or she has done in the screening check in the last half-term of Year 1. If your child has found the check difficult, your child’s school should also tell you what support they have put in place to help him or her improve. You might like to ask how you can support your child to take the next step in reading.


All children are individuals and develop at different rates. The screening check ensures that teachers

understand which children need extra help with phonic decoding.


Helping your child with phonics

Phonics works best when children are given plenty of encouragement and learn to enjoy reading and books. Parents play a very important part in helping with this.


Some simple steps to help your child learn to read through phonics:

  • Ask your child’s class teacher about the school’s approach to phonics and how you can reinforce this at home. For example, the teacher will be able to tell you which letters and sounds the class is covering in lessons each week.
  • You can then highlight these sounds when you read with your child. Teaching how  sounds match with letters is likely to start with individual letters such as ‘s’, ‘a’ and ‘t’ and then will move on to two-letter sounds such as ‘ee’, ‘ch’ and ‘ck’.
  • With all books, encourage your child to ‘sound out’ unfamiliar words and then blend the sounds together from left to right rather than looking at the pictures to guess. Once your child has read an unfamiliar word you can talk about what it means and help him or her to follow the story.
  • Your child’s teacher will also be able to suggest books with the right level of phonics for your child. These books are often called ‘decodable readers’ because the story is written with words made up of the letters your child has learnt. Your child will be able to work out new words from their letters and sounds, rather than just guessing.
  • Try to make time to read with your child every day. Grandparents and older brothers or sisters can help, too. Encourage your child to blend the sounds all the way through a word.
  • Word games like ‘I-spy’ can also be an enjoyable way of teaching children about sounds and letters. You can also encourage your child to read words from your shopping list or road signs to practise phonics.


Key Stage 2 English Grammar, Punctuation and Spelling Test

Information for parents


What is the English grammar, punctuation and spelling test?

The English grammar, punctuation and spelling test assesses your child’s English skills in four key areas in Year 6:

  • spelling
  • punctuation
  • grammar; and
  • vocabulary.


It forms part of the National Curriculum Tests (NCTs) which are taken by pupils at the end of Key Stage 2. Your child’s teacher will be able to explain what each of these key areas cover.


How will my child benefit from the test?

The ability to write and communicate are key life skills. Next year, your child will draw on these skills when taking part in new work across all of the different secondary subjects. In the long term, your child will be able to use these skills throughout their education and employment, and their adult life.


How long is the test?

We expect that most children will take about an hour to complete the test.


When will I know how well my child has performed in the test?

Your school will let you know your child’s result before the end of the summer term.


What if my child finds the test difficult?

Ask your child’s teacher about what steps they can take to help your child to improve their grammar, punctuation and spelling skills. They may also be able to suggest how you can help your child to practise these skills at home.


Will this test be appropriate for my child as they have special educational needs?

Ask your child’s teacher and the special educational needs co-ordinator how your child’s needs will affect

the way in which they complete the test, and what adjustments are available. They will also be able to tell

you how the test result will be used to inform the support they receive as they move onto the secondary curriculum.