St Patrick's R C Primary School

Learn. Grow. Shine.

Assessment Information


There are 3 main forms of assessment in schools:

  • day-to-day formative assessment – to inform teaching on an ongoing basis
  • in-school summative assessment – to understand pupil performance at the end of a period of teaching
  • statutory summative assessment – to understand pupil performance in relation to national expectations and comparisons

The day to day formative assessment at St. Patrick’s happens “live” in the classroom during the school day and can also be seen in the responses and feedback given to children in their books and on Seesaw.  Please see our Feedback and Marking Policy on our Policy page

Mini Subhubs:

Curriculum leaders and subject leaders have generated mini subhubs, which work alongside the subhubs (knowledge organisers) displayed in our curriculum area. Mini subhubs are utilised by our children as an assessment tool; enabling them to retrieve prior knowledge and learning. Once a unit has been taught they display their now knowledge through a task/ questioning set by their teacher. This assessment tool ensures that our children actively lead their learning and that our main teacher/parent subhubs work alongside them to support and enhance future learning. 



Statutory Assessment

The Reception Baseline Assessment (RBA): RBA is a statutory assessment in schools from September 2021.  The RBA provides a snapshot of where pupils are when they arrive at school. It will provide a starting point to measure the progress schools make with their pupils between Reception and the end of primary school.

Information for Parents can be found on the Government website here: HERE


KS2 SATs 2023-2024

Here are the dates for when the National KS2 SATs will take place in May 2024
Monday 13th May 2024 until Thursday 16th May 2024.

Here is the timetable for KS2 SATs week for 2024. The dates were altered from the original schedule due to the King's Coronation.  

Test Date
English grammar, punctuation and spelling test


Paper 1: short answer questions (45 minutes)

Paper 2: spelling (15 minutes)

Monday 13th May 2024
English reading test


Paper 1: Reading comprehension (60 minutes)

Tuesday 14th May 2024


Paper 1: arithmetic (30 minutes)

Paper 2: reasoning (40 minutes)

Wednesday 15th May 2024


Paper 3: reasoning (40 minutes)

Thursday 16th May


Detailed information about the Key Stage 2 tests from the Government can be found here: HERE

Phonics Screening Check for Year 1 children in 2024

The phonics screening check for Year 1 children will take place over a week in June 2024.  Information can be found HERE.


Year 4 Multiplication Tables Check (MTC): This is a statutory assessment in schools, for children in Year 4, administered in the Summer Term 2024. The purpose of the MTC is to determine whether pupils can recall their times tables (up to 12 x 12) fluently, which is essential for future success in mathematics.


Information regarding this check can be found HERE


The Government has produced a short video to explain how the check works: HERE


The principles that underpin the assessment system at St. Patrick’s are:

•Every child can achieve

•The National Curriculum objectives will be used as the expectations for KS1 and KS2 children

•Children will make age appropriate progress – 12 months in 12 months.

•Assessment will be effectively used to ensure effective scaffolding is built into lessons to ensure all children progress.

The Assessment Model

In order to be ‘High School ready’ children need to meet the required end of Key Stage 2 expectations; this is broken down into key outcomes for each curriculum year. The assessment model uses the National Curriculum objectives to assess outcomes for each child at the end of each curriculum year – for example:

•A child that has achieved all the objectives set out for Year 3 for English (and no further) would be said to be working at the age expectation of Year 3 for English.

•A child that has achieved approximately half of the mathematics objectives for Year 5 would be classed as working towards the end of Year 5 expectation for maths.

•A child that has achieved beyond the English objectives for Year 1 would be classed as working at deeper learning within the Year 1 expectations for English.

This data is collected in a range of different ways including:

•Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue

•Evaluation of shared success criteria

•Regular pupils’ work scrutiny

All of the above will feed into weekly and half-termly moderation and tests. These will take place at class, phase and subject level three times a year, towards the end of each term.

Tracking Progress Over Time

We use the Lancashire Tracker to record progress over time, against age-related expectations in each subject area:

•Working Towards

•On Track for Year group expectations

•Deeper Learning within year group expectations, showing that age-related objectives have been achieved and the child is working at a deeper level of understanding and application

High Learning Potential Children

For children who have securely met the end of year objectives, they will be assessed as exceeding or mastering objectives for their age group.  Rather than moving onto the next year’s curriculum these children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning. The depth and application of a child’s learning is an important marker of their achievement and progress.

Early Years

On entry to Reception, children will be assessed using the Reception Baseline assessment. This measures each child’s progress in different areas of learning and provides a reliable insight into their developmental stage. Throughout their time in Reception, each child will be assessed regularly against the Prime and Specific areas of Learning in the EYFS profile.

Assessments will be based on daily observations of the children completing activities and at play. At the end of their Reception year, each child’s development will be judged against each Early Learning Goal. The teachers then indicate whether a child is meeting the level of development expected at the end of the Reception year. Parents will receive a written report indicating whether their child is:

•Emerging, working below the expected level of development for their age.

•Expected, working within the expected level of development for their age.

There is no “Deeper Learning” category for children at the end of the Reception Class.

Key Stage 1 and Key Stage 2

In June each year, children in Year 1 will continue to be assessed using the Phonics Screening test.

At the end of Key stage 1 and Key stage 2, children will still take SATs tests to confirm that teacher assessments are accurate.

At the end of each Key Stage (Year 2 and Year 6), children will be judged against an assessment framework. In most cases, all of these objectives need to have been evidenced to have achieved age-related expectations.