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Assessment
How Children Are Assessed at Hujjat Primary School
Reception
In the Reception class, children’s attainment and progress is assessed on an ongoing basis by the class teacher. Teachers carry out the Reception Baseline Assessment (RBA) within the child's first few weeks of school. At the end of Reception Class, teachers assess whether children are Emerging or Expected the Early Learning Goals. Further information can be found at:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
What assessment involves
Pilot analysis showed that pupils took an average of just over 14 minutes to complete the tasks.
Pupils will complete a number of practical and interactive tasks one-to-one with their teacher or teaching assistant. Your child can answer questions verbally or by pointing or moving objects.
The assessment has been designed to be inclusive, which means it is also accessible to children with special educational needs (SEND) or English as an additional language (EAL).
What the RBA measures
The RBA is a short, task-based assessment designed to assess early mathematics, literacy, communication and language skills.
How the data is used
There is no pass mark or score. Children will not ‘pass’ or ‘fail’ the assessment; it will provide a snapshot of where they are when they start school.
The results of the assessment will not be used by the government to track or label individual pupils, or to judge the performance of early years’ settings.
The data from the assessment will only be used at school level to measure the progress of the year group from Reception to Year 6. The data from the assessment, including numerical scores, will not be shared with parents, pupils, teachers or external bodies.
There will be no published score.
At the end of the year, your child will receive a written report from school explaining your child's attainment across all areas of learning as well as written information about your child's progress and achievements over the year.
Year 1
In Year 1, children are assessed throughout the year by the class teacher. This is moderated termly by senior leaders. Children are assessed against National Curriculum Year Group expectations (working towards, expected or exceeding).
All Year 1 children take part in the National Phonics Screening Check in June. These results are shared with parents at the end of the Summer Term. If children do not achieve the expected standard in the phonics check, they re-sit this check in Year 2.
Click on the link below to find out more about why we teach 'alien words' for the Phonics Screening Check.
Why do we teach 'alien words'?
Click on the link below to read more about the Year 1 Phonics Screening Check.
Government Guidance for the Year 1 Phonics Screening Check
Past Papers
We recommend that parents practice the Phonics Screening Check with your child at home with these past papers:
More Phonics Screening Practice
Phonics Screening Practice Paper 1
Phonics Screening Practice Paper 2
Phonics Screening Practice Paper 3
Supporting your child at home
Guidance on how children are taught to say their sounds:
For more information, videos and resources, please access the Little Wandle Letters and Sounds Revised website here.
Year 2
Children are assessed informally throughout Year 2 by their class teacher as they are in other year groups. In the Summer Term, all Year 2 children take part in the optional National Assessments in reading, writing and mathematics. These assessments are marked by the class teacher and are used to inform teacher assessments.
The Key Stage 1 reading test for Year 2 pupils is made up of two separate papers:
- Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions interspersed
- Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers in a separate booklet.
Each paper is worth 50% of the marks, and should take around 30 minutes, but children are not strictly timed, as the tests are not intended to assess children’s ability to work at speed. The texts in the reading papers cover a range of fiction, non-fiction and poetry, and get progressively more difficult towards the end of the test. Teachers have the option to stop the test at any point that they feel is appropriate for a particular child.
There are a variety of question types:
- Multiple choice
- Ranking/ordering, e.g. ‘Number the events below to show in which order they happened in the story’
- Matching, e.g. ‘Match the character to the job that they do in the story’
- Labelling, e.g. ‘Label the text to show the title’
- Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’
Short answer, e.g. ‘What does the bear eat?’ - Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons.
In Key stage 1 there are two separate papers in grammar, spelling and punctuation:
- Paper 1: a 20-word spelling test taking approximately 15 minutes and worth 20 marks
- Paper 2: a grammar, punctuation and vocabulary test, in two sections of around 10 minutes each (with a break between, if necessary), worth 20 marks. This will involve a mixture of selecting the right answers e.g. through multiple choice, and writing short answers.
The Key Stage 1 maths test is made up of two papers:
- Paper 1: arithmetic, worth 25 marks and taking around 15 minutes
- Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There are a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).
Children are not allowed to use any tools such as calculators or number lines.
Times for the KS1 tests
Unlike KS2 SATs, KS1 SATs don't have to be administered according to a nationally-set timetable in a specific week, though take place in May-June. Schools are free to manage the timetable and will aim to administer the tests in the classroom in a low-stress, low-key way; some children won't even be aware they've taken them!
Marking of the tests
Although the tests are set externally, they are marked by teachers within the school.
Instead of the old national curriculum levels, children are given a scaled score. Their raw score – the actual number of marks they get – is translated into a scaled score, where a score of 100 means the child is working at the expected standard. A score below 100 indicates that the child needs more support, whereas a score of above 100 suggests the child is working at a higher level than expected for their age. The maximum score possible is 115, and the minimum is 85.
Teacher assessments are also used to build up a picture of your child’s learning and achievements. In addition, your child will receive an overall result saying whether they have achieved the required standard in the tests.
Years 3-5
Children will be assessed throughout the school year by their class teacher (again moderated by senior leaders in school). Children are assessed against National Curriculum Year Group expectations (working towards, expected or exceeding). At the end of the school year, parents receive a school report which shares teachers’ assessments in each subject area.
In Year 4, all children take part in the National Multiplication Tables Check which takes place in June. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents
The Multiplication Tables Check (MTC) is a statutory assessment in schools, for children in Year 4, administered in the Summer Term 2024. The purpose of the MTC is to determine whether pupils can recall their times tables (up to 12 x 12) fluently, which is essential for future success in mathematics. It will also help the school to identify pupils who may need additional support.
The MTC is an on-screen, online check consisting of 25 times tables questions. Your child will answer 3 practice questions before moving on to the official check and will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete.
The MTC has been designed to be inclusive, which means it is also accessible to children with special educational needs (SEND) or English as an additional language (EAL).
The MTC is designed to determine whether Year 4 pupils can fluently recall their times tables up to 12 x 12. It does not check related division facts.
Information for parents
You do not need to do anything additional to prepare your child for the check. As part of usual practice, your child’s teacher will ask you to practice times tables with your child, as they would with spelling.
In terms of preparing pupils for the on-screen nature of the MTC, the school will have access to a ‘try it out’ area. We will be able to use this to familiarise pupils with the check and try out any access arrangements that may be required.
Children will not ‘pass’ or ‘fail’ the check; it will provide a snapshot of how fluent they are with multiplication facts up to 12 x 12. Following the check, the performance data will be published. The data from the check will be used at school level to identify pupils who may need additional support and intervention in securing their multiplication facts in Upper Key Stage 2 (Year 5 and Year 6)
Children will receive a score out of 25. The school will report individual results to parents as part of end of year school report arrangements.
Year 6
Children will be assessed throughout Year 6 as they are in Years 3-5. At the end of Year 6, children take part in national assessment tests in reading, mathematics and spelling, punctuation, and grammar. Writing is assessed by teachers and regularly moderated by the Local Authority. At the end of the Summer Term, parents receive an annual report from the school which identifies children’s test results as well as teacher assessments.
The Key Stage 2 reading test is a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test.
There will be a selection of question types, including:
- Ranking/ordering, e.g. ‘Number the events below to show the order in which they happen in the story’
- Labelling, e.g. ‘Label the text to show the title of the story’
- Find and copy, e.g. ‘Find and copy one word that suggests what the weather is like in the story’
- Short constructed response, e.g. ‘What does the bear eat?’
- Open-ended response, e.g. ‘Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.’
The Key Stage 2 grammar, punctuation and spelling test consists of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and an aural spelling test of 20 words, lasting around 15 minutes.
The grammar and punctuation test will include two sub-types of questions:
- Selected response, e.g. ‘Identify the adjectives in the sentence below’
- Constructed response, e.g. ‘Correct/complete/rewrite the sentence below,’ or, ‘The sentence below has an apostrophe missing. Explain why it needs an apostrophe.’
Children sit three papers for Key Stage 2 maths:
- Paper 1: arithmetic, 30 minutes
- Papers 2 and 3: reasoning, 40 minutes per paper.
Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and division. Papers 2 and 3 will involve a number of question types, including:
- Multiple choice
- True or false
- Constrained questions, e.g. giving the answer to a calculation, drawing a shape or completing a table or chart
- Less constrained questions, where children will have to explain their approach for solving a problem.
Reporting to parents
You will be given your child’s raw score (the actual number of marks they get), alongside their scaled score and whether they have reached the expected standard set by the Department for Education (‘NS’ means that the expected standard was not achieved and ‘AS’ means the expected standard was achieved).
The range of scaled scores available for each KS2 test is:
- 80 (the lowest scaled score that can be awarded
- 120 (the highest scaled score).
The expected standard for each test is a scaled score of 100 or more. If a child is awarded a scaled score of 99 or less they won't have achieved the expected standard in the test. if a chil attains 110 or more they are working above.
View and access past test materials
Greater Depth in Writing
In Key Stage 2, children may be assessed as working at ‘Greater Depth’ in Reading, Writing and Mathematics. In order for a child to be working at ‘Greater Depth’ they must meet all of the standards identified in the Key Stage 2 Teacher Assessment, see document below.
In His Name, the Most High
Hujjat School Trust, trading as Hujjat Primary School, is a charitable company limited by guarantee, registered in England and Wales.
Registered number 09257213. Registered office: Hujjat Primary School, Brookshill, Harrow, HA3 6RR
