Assessment

At Shefford Lower School, our children’s achievements are continually observed and evaluated by class teachers across all lessons and learning opportunities. This ongoing assessment informs teachers’ planning and their termly assessments across all subject areas. Teachers use this knowledge to consolidate learning, identify gaps and carefully plan next steps to support each child’s individual learning journey.

Our approach to assessment reflects our strong commitment to developing the whole child. While we maintain high expectations for academic achievement and use assessment to secure strong outcomes across the curriculum, we equally value pupils’ personal growth, wellbeing, attitudes to learning, social development and character. Through formative assessment, pupil voice, observation and meaningful dialogue with families, we build a comprehensive picture of each child’s strengths, needs and progress. As a result, teaching is carefully tailored to support not only academic success but also confidence, resilience, independence and a positive sense of self, ensuring every child is supported to thrive both in school and beyond.

Our subject leaders analyse attainment and progress across the whole school within their subject areas. This analysis informs future teaching and learning, curriculum refinement and ongoing school development, ensuring that provision continues to meet the needs of our pupils.

In our Foundation Stage, staff are highly skilled in observing children to identify their achievements, interests and next steps for learning. These observations directly inform planning and shape the direction of learning experiences. Regular assessments ensure that future provision reflects identified needs and supports strong progress from each child’s starting point.

At the beginning of Reception, all children take part in the Reception Baseline Assessment to determine their starting points, abilities and skills when they begin school. The Reception Baseline Assessment has been statutory since September 2021. 

Whole Child Assessment 

How We Report To Parents & Carers

Information for Parents/Carers on the Reception Baseline

At the end of the Reception year, each child’s level of development is assessed against the 17 Early Learning Goals and teacher-assessed.

Early Learning Goals

Our school participates in the statutory National Phonics Screening Check. Children take the check at the end of Year 1 to confirm that they have learned phonic decoding to an age-appropriate standard.

If children do not meet the expected standard, they have the opportunity to retake the check at the end of Year 2. Our curriculum continues to provide targeted support to ensure children make sustained progress in phonics.

Phonics Screening Check Information for Parents and Carers

Although statutory end of Key Stage 1 assessments (Year 2) ceased in Summer 2024, we continue to use the optional government assessment materials in Reading, Writing, Math's and Science to support teacher assessment and inform our end-of-year judgements.

Parent and Carers Guide to Optional KS1 National Curriculum Tests

At the end of Year 4, children participate in the statutory Multiplication Tables Check, which assesses their ability to recall multiplication facts fluently.

Results of children’s attainment and progress are shared with parents through two parent consultation evenings and review reports in the Autumn and Spring terms, as well as through each child’s End of Year Report in the Summer term. Through open communication and partnership with families, we ensure that parents are fully informed and actively involved in supporting their child’s development — academically, personally and socially.

Our Results 2024/2025

 The link to our Government Performance Page is here

End of Reception: 

End of Year 1 Phonics:

N.B.  There is no other Local Authority or National comparable data available for any other Year Groups.  The next Year Group where Local and National comparable data is available is Year 6.