Bedonwell Junior

" Through excellence, together we shall succeed "


  Assessment of your child’s progress in their learning

At the Bedonwell Federation we build an overall and thorough picture of every child as they progress through the Federation in order to ensure they reach their full potential. We do this in a variety of ways:

  • Observation of the pupil
  • Discussion with the pupil
  • Marking work, giving constructive feedback, with or without the pupil present
  • Formative and summative assessments
  • Discussion with parents
  • Discussion with external agencies
  • Assessment for Learning (AfL)
  • Coaching and Mentoring

Heads of Year meet with class teachers every term to discuss each child’s progress and what additional support can be put in place to support the children to reach their full potential and make the expected amount of progress. The school’s Governors regularly review the summary progress data of all year groups across the Federation during Governor meetings. We closely track how each child is progressing with their learning and ensure we put additional support in place for them if they need it.

Throughout the year, teachers have the opportunity to meet parents/carers for a structured conversation.  Academic progress as well as homework, attendance, uniform and attitude to learning are also discussed with feedback given during these consultation meetings. 

Early Years Foundation Stage (EYFS)

All teaching and support staff in the EYFS assess children’s progress against the Development Matters (DM) statements for each of the 7 areas.  At the end of the Reception year, teachers assess pupils against the Early Years Foundation Stage Profile (EYFSP) and this data is submitted to the Local Authority and shared with parents/carers.

Key Stages 1 & 2 (years 1-6)

Children in Key Stage 1 & 2 are assessed in all subjects against the National Curriculum throughout the year.  Teachers provide clear learning objectives and outcomes for planned activities and success criteria are discussed with the children. During marking and assessment of an activity, the teacher will record whether or not an objective has been achieved. 

Teachers use assessment information gathered on a daily basis to inform their future planning.  This ensures learning continues to progress.  PiXL is used to track and monitor pupils’ attainment and progress.

In-School Moderation

Teaching staff take part in analysing data and moderating work samples together as (i) a year group, (ii) a key stage or (iii) through cross phase moderation, including with other schools in and across Local Authorities. 

At the end of a year, staff meet to pass on knowledge about individual pupil’s attainment and progress to colleagues prior to transfer to the next class/year group/key stage.

The local authority conducts moderation visits on a rolling program for the year 2 Standard Assessment Tasks (SATs) and year 6 SATs to quality assure procedures and judgements made of the children’s levels of achievement.  These moderation visits are conducted on a rolling programme.