From September 2015 St. Andrews will be using the following assessment methods to track and monitor the progress and attainment of pupils.


Upon entry into Nursery the children are assessed against the Early Years Foundation Stage Profile (EYFSP) within the first two weeks, to create a baseline measure of their abilities. Assessments are based primarily on observation of daily activities and events and take in a range of perspectives: the child, parents and school staff. Observations and assessments that are made are used to inform staff of the age-band that a child is working within – activities are then provided to enable children to progress from this starting point and work towards achieving the Early Learning Goals (ELGs) at the end of Reception.



All children who enter our Reception class undertake a formal baseline assessment (CEM). The children are then observed and assessed throughout the year in the same way as Nursery. At the end of the academic year each child’s achievements against the EYFSP are reported. Children will leave the EYFS as emerging toward (1), expected (meeting) (2) or exceeding (3) the ELGs.


KS1 and KS2

From September, children in Years One to Six are being assessed against Age Related Expectations (ARE). The national curriculum for Reading, Writing and Maths has been broken down into age-appropriate parts and written as ‘I can’ statements for the children to achieve. Upon completion of the EYFSP children move to Stage 1 where they begin working on Year 1 expectations (I can’s) this is described as entering or 1E as children demonstrate they are beginning to achieve the Curriculum statements for Stage 1. Once the children are achieving most of statements they are described as developing (1D) and when demonstrating confidence and mastery of these statements they are described as secure (1S).

It is generally expected that a child working in Year 1 will be working on Stage 1 and a child in Year 2 will be working at Stage 2 and so on.

If a child is working securely in the expectations for their age then the next step is to give them opportunities to demonstrate working at greater depth at this stage in their learning. For example, children will apply their knowledge and learning in other areas of the curriculum, or bring several bits of their learning together to tackle one problem. Beyond this children may begin to work at the next stage in their learning journey.


When reporting to parents children will be described as working below, at or above age-related expectations.