Assessment at The Dingle

Assessment at the Dingle

At The Dingle Primary School we believe that assessment should be an integral and essential part of the process of Teaching and Learning.  It should encourage pupils to enquire, study and to learn as they strive for even higher standards.  Assessment is a tool for teachers to help them plan further learning experiences, a resource for pupils to help them become more responsible for their own learning.  It is also a means of providing information for parents to help them be more fully involved in their children’s learning and development as well as a means of producing essential data for the school to enable us to set targets for future development and improvement.

We believe that effective assessment provides information to improve learning and teaching.  We give our children regular feedback on their learning so that they understand what it is they need to improve.  This allows us to base our planning on detailed knowledge of each pupil.  We give parents termly reports on their child’s progress so that teachers, children and parents are all working in partnership to raise standards for all our pupils.

Statutory Testing and Assessment

Statutory, formal assessment procedures and examinations also exist to measure attainment against national standards. Our children’s achievements are compared nationally with all those children of the same age and against schools in the local authority and in England. These formal assessments include:


  • An end of Early Years Foundation Stage assessment.
  • We complete a baseline assessment in September as the children join our school and again at the end of the year we assess against the EYFS profile, where children are assessed as working towards, meeting or exceeding different aspects of the EYFS curriculum. Assessment does not include any predetermined tasks or tests and will not disrupt settling in routines. Instead, as part of their everyday practice practitioners build their knowledge of each child through their observations, interactions and every day activities. They use this professional knowledge to make a series of judgements about each child based on a clear set of assessment criteria and to plan their next steps in learning.

Year 1

  • The Phonics Screening check at the end of Year 1 to assess children’s phonic skills as part of early reading.

Year 2

  • End of Key Stage 1 - teachers assessments in mathematics and reading will be externally set and internally marked and also an externally set test in grammar, punctuation and spelling to inform teacher assessment of writing. Results on a scaled score with 100 being the expected standard.

Year 6

  • Externally-set and marked tests in mathematics, reading, and grammar, punctuation and spelling
  • Teacher assessments  are used writing and science
  • A sample of pupils will continue to sit tests in science to give a picture of national performance. Results on a scaled score with 100 being the expected standard.

Non Statutory Testing and Assessment

  • Children in all year groups are assessed through a combination of classroom based teacher assessment and more formal tests.  We are using standardised scores in both Reading and Maths to link with the Year 2 and 6 statutory requirements.
  • In writing, we are assessing whether children are working below, towards, at or exceeding age group expectations.
  • By using standardised scores we can track progress very clearly and quickly identify any children who are in danger of falling behind.























Contact the School

Dingle Primary School

The Dingle

Main Contact: Mrs Sue Robinson

Tel: 01270 685700
Fax: 01270 501565