Home Page



      Assessment without Levels


We are currently in a changing world of assessment for Y1 through to Y6.


The new National Curriculum was recently introduced to schools and has a very different content to the old one. Many of the objectives in the old version have shifted to lower year groups leading to increasing need for children to ‘catch up’ with their new expectations.


We have moved, under government direction, to a system which removes the assessment grades that have been with us for many years. This new assessment system is known as Assessment Without Levels. In the past, assessment levels (2a, 2b, 2c, for example) have had no direct link to the curriculum. The ‘new’ assessment system is now directly linked to each year group’s national curriculum objectives.


What does this mean for you as a parent?

Assessment is ongoing throughout the year, but we collect assessment data formally three times a year prior to Parent Meetings so that we can update you on the progress your child has made.

Children will be assessed against their Year Group targets. At Parent Meetings your child’s class teacher will be able to report to you as to how they are progressing within the ‘age related expectations’. We will use the same terminology for every year group from Y1 up to Y6.



What does it mean?

When is it expected?


Beginning to achieve some of their Year Group expectations

End of the autumn term in the child’s current year group


Achieved some of their Year Group expectations and working on the rest

End of the spring term in the child’s current year group


Achieved almost all of the Year Group expectations

End of the summer term in the child’s current year group


Exceeding in all end of year expectations and is able to use and apply their knowledge and skills confidently

End of the summer term in the child’s current year group


A child has developed a deep and thorough understanding of the year group objectives

End of the summer term in the child’s current year group



What does this mean for your child?


A child who is in Y2 and is working at age related expectations will be:

By the end of the autumn term: emerging towards achieving Y2 key objectives

By the end of the spring term: developing towards achieving Y2 key objectives

By the end of the summer term: secure/exceeding the Y2 key objectives


At the end of the year the teacher will report on the attainment (what they have achieved at that point) as well as the progress they have made (how they have progressed from their starting point).


All children will have targets which they are working on in order to achieve their Year Group objectives. Some of these may be longer term and some may be achieved in a short space of time. It is important children are aware of their next steps of learning in order to challenge themselves to make good progress.


More Able Children

For children who have securely met their end of year objectives, they will be assessed as exceeding or mastering the objectives for their age group. Rather than moving on to the next year’s curriculum, these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.  The depth and application of a child’s learning is an important marker on their achievement and progress.


Less Able Children

Less able children have specific learning plans that will meet their needs. They will be expected to make progress in line with their peers, but they may not, because of their special needs, meet year group objective. We do, however, have assessment and tracking systems that support, challenge and monitor their progress.


Children who are falling behind

Any child who is working below the age-related expectation is given personalised learning objectives to help them reach their potential. We have intervention groups in place that aim to address difficulties as they arise. Over time, intervention strategies and quality first teaching help children with large gaps to make accelerated progress and being to catch up with their peers.


Testing in School



Statutory Testing

Internal Assessment



Baseline Assessments plus termly assessments


End of year assessment against the Early Learning Goals


National Phonics Test


Ongoing teacher assessment



End of year SATs in Reading, Writing, SPAG (Grammar, Spelling & Punctuation) and Maths.








End of year SATs in Reading, Writing, SPAG (Grammar, Spelling & Punctuation) and Maths.


Reporting to Parents

We will continue to report to parents in the usual way – autumn and spring term at Parent Meetings and the summer term through the annual Pupil Report. For Y1, parents will be given the result of their child’s phonics test and Y2 children will be given their Teacher Assessment for the end of KS1.


For children in Y6 the reporting arrangements are different. This year each child will be given a Teacher Assessment (record of the standard the child has been working at in class) as well as the national test result. This year the test result will be in the form of a score. As yet it has not been confirmed by the government what will be classed as ‘above national standard’ or ‘below’ but the average point will be 100. Each child will be given this in four areas – ‘Reading’, ‘Writing’, ‘Spelling, Punctuation and Grammar’ and Maths.


Where children previously may have been working above the expected level (e.g. Y6 working at L5), they may now be assessed as working at ‘age related expectations’. This is not necessarily a reflection on their progress but will be due to the higher expectations at the end of the Key Stage.


Early Years – Pre-School and Reception

As stated at the beginning of this letter, children in Pre-School and Reception will continue to be assessed against the Prime and Specific areas of learning in the EYFS profile. Assessments are based on daily activities and events.

At the end of Reception, for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

Emerging – not yet reached the expected level of development

Expected – at the expected level of development for their age

Exceeding – beyond the expected level of development for their age