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Assessing Progress

The process of assessment is central to helping pupils to progress and fulfil their potential. It is also necessary to allow teachers and leaders to evaluate their effectiveness and make informed decisions from. Assessment is an essential element of teaching and learning, guides teachers in their planning and allows identification of any individual needs. It also informs whole school objectives and training.

Assessment should be integrated methodically into teaching strategies, so that progress can be monitored and barriers to learning can be identified at pupil, group, class or whole school level.

The assessment process can only be successful if regular reviews take place and plans are communicated and actioned at all levels. Our chosen assessment systems are free from bias, stereotyping and generalisation in relation to gender, class and race.

Our assessment procedures are compliant with the Special Educational Needs and Disabilities (SEND) Code of Practice; however, we do analyse the progress of different cohorts of pupils, to ensure that we meet the needs of individuals and specific groups.

This policy also complies with the recommendations proposed in the Assessment Without Levels Commission Report (September 2015) and DfE guidance on assessment and accountability reforms for primary schools.

To read more about our Assessment Policy, please click here to download.

To find out more about how we assess progress in learning at Richard Coates, please download our Parent Information Sheet by clicking here.

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