Our aim at Sulivan Primary School is to ensure that every child, no matter their stage or age, makes excellent progress, achieves our expectations and recognises their own achievements. Informal and formal assessments ensure every child’s progress is monitored and effective feedback can be given to support their learning and development. 

Formative Assessment

Assessment of learning is key to their success as it enables teachers to plan accurately for their next steps. Therefore, teachers make assessments of children’s knowledge, understanding and skills every day. These will be teacher led assessments, informal and often made during or immediately after work has been completed. 

Feedback and Marking

Teachers give immediate and specific feedback to children so that they can address misconceptions and misunderstanding as quickly as possible. 


Teachers will occasionally carry out more formal assessments or testing on specific areas of the curriculum to monitor what learning has been secured by children. This will always take place with some time-lag after direct teaching, at least a week later, to ensure we are assessing long term memory of knowledge and skills. This will allow teachers to reteach or practise specific gaps in knowledge for either a class, group or individual children. 


Teachers make ongoing assessments which they track and record each term. Children’s reading and phonics attainment is assessed each half term to ensure they are working within expected levels and making progress within the teaching programmes. 

Keeping Up and Catching Up

When assessments show that secure learning has not yet taken place, or when individuals require additional, targeted support, teacher will plan in class interventions and work with the SENDCO if a higher level of support is required. Careful, precise and diagnostic assessment allows for every child’s needs to be met in a supportive and positive manner. 

Parent Communication

Assessment and analysis of children’s progress and attainment is shared with parents and carers each term. Individual children’s needs are discussed between teachers and parents and carers.

Statutory Assessments, EYFS

Each child’s development and progress is assessed and tracked from when they begin the Nursery class. When children begin Reception, each child is assessed using the statutory Reception baseline assessment. In the Summer Term of Reception the EYFS Profile is completed for each child.

Year 1 Phonics Screening

In the Summer Term Year 1 children complete the national phonics screening test. This is a simple, short assessment to check how well children can use their phonics skills. The tests take about 10 minutes to complete and consist of reading 40 words and non-words. The screening results are reported to the DfE. 

End of Key Stage 1

In the Summer Term, Year 2 children complete assessments in reading,writing and maths. These assessments are marked by the teacher and support the teachers existing knowledge of each child’s attainment. Children will be assessed as working towards, at expected or at greater depth levels measured against a national expectation. Assessment results are reported to parents and the DfE. 

Year 4 Multiplication Test (MTC)

In the Summer Term, Year 4 children take a short, online test to assess their fluency in recalling the times tables facts.  The multiplication tables check (MTC) is reported to parents and the DfE.

End of Key Stage 2 (SATs)

In the Summer Term, Year 6 children complete tests in Reading, English Spelling, Punctuation and Grammar (SPAG) and Maths. These tests are set and marked externally. Assessments results are reported to parents. 

To view the school’s most recent statutory assessment results, please click here.