Assessment

At the Upper Wharfedale Primary Federation, assessment is a continuous and integral part of teaching and learning. It lies at the heart of promoting children’s progress and achievement. Through regular assessment, we monitor each child’s development, inform future planning, and ensure that learning is tailored to individual needs.

Assessment Schedule

We assess pupils formally twice a year:

  • At the beginning of the Spring Term
  • At the end of the Summer Term

In mathematics, we use White Rose Maths assessments to monitor progress. For reading and SPaG (Spelling, Punctuation and Grammar), we use NFER assessments. These summative assessments complement our ongoing formative practices and help us track attainment and progress over time.

Formative Assessment

Formative assessment is used daily to guide individual progress. It involves:

  • Identifying what each child has learned
  • Determining next steps in learning
  • Annotating planning to reflect learning outcomes
  • Implementing pre- and post-teaching to address misconceptions immediately

We believe that effective assessment, target setting, and pupil tracking are fundamental to high-quality teaching and learning from the Foundation Stage through to Year 6. Our approach includes:

  • Assessment for Learning (AfL) – ongoing formative assessment
  • Assessment of Learning – summative assessment at key points

Children are actively involved in the assessment process. High-quality marking and feedback provide clear next steps, ensuring that progress is maximized.

“Assessment for learning is the single most powerful tool we have for both raising standards and empowering lifelong learning.”
— Commissioners Assessment Reform Group, 2015

Effective Formative Strategies

  • Target Setting – sharing and reviewing learning objectives and success criteria
  • Questioning – using strategies like talk partners and ‘no hands up’
  • Observation – assessing application of skills in varied contexts
  • Reviewing Learning – encouraging self- and peer-assessment
  • Self-Assessment – identifying success and next steps
  • Peer Assessment – using response partners and constructive feedback

These strategies help identify misconceptions and tailor teaching to individual and group needs. They also foster independence and lifelong learning skills.

Tracking Progress in Foundation Subjects 

In our Foundation Subjects, we use progression maps and assess learning  against our assessment objectives across a continuum, rather than fixed age expectations. This approach supports our mixed-age classes and ensures pupils aim to meet or exceed end-of-key-stage expectations.

Assessment analysis informs:

  • Future planning
  • The Federation Development Plan
  • Key lines of enquiry
  • Target setting and challenge for all pupils

Staff collaborate across schools to share pupil progress and needs. The Federation SENDCo supports teachers in meeting the needs of specific groups.

Summative Assessment

Statutory summative assessments include:

  • SATs in Years 2 and 6
  • Phonics Screening in Year 1 (and Year 2 if needed)
  • Multiplication Tables Check in Year 4
  • Baseline Assessment in Reception
  • Foundation Stage Profile throughout EYFS

Reporting to Parents

Parents receive updates:

  • Twice yearly through consultation evenings
  • Once yearly via a written report

Assessment outcomes see our Performance data to see how our children perform in as a Federation of schools.

Transition

We liaise with nursery providers and conduct home or nursery visits before children start Reception. Our Federation Pre-School, based in Grassington, feeds into many of our schools.

For secondary transition, we maintain strong links with:

  • Upper Wharfedale Secondary School
  • Ermysted’s Grammar School
  • Skipton Girls’ High School
    …and other local settings. Parents are informed of open days in Year 5 and can discuss entry exams with class teachers.

Cross phase continuity is ensured by:

  • pre-school liaison meetings with parents and other settings ;
  • cross-phase liaison meetings within each school ;
  • liaison meetings between Year 6 teachers and staff from secondary schools;
  • transition visits to secondary schools by Year 6 pupils. For those children who require several visits this is arranged ;
  • transfer of pupil records of progress and summative assessment results.