Assessment at Hampton College Primary

Assessment involves gathering, reflecting on and evaluating evidence of children’s learning to enable staff to check on learners' progress and support further learning. Assessment is an integral part of learning and teaching. It helps to provide a picture of a child's or young person's progress and achievements and to identify next steps in learning.

  • Assessment in the Early Years

    Assessment in our Early Years classes is mainly based on practitioner observations and their professional judgements of children’s achievements.  Observations will be conducted throughout the year by all members of our EYFS team and these observations will form our children’s Special Books, which record their Learning Journey throughout their reception year.

    Following a child’s first six weeks at school, our teachers will use their observations to make a formal assessment against our Baseline Assessment, which is provided by Early Excellence.  This Baseline Assessment will enable our teaching team to evaluate our children’s achievements as they start school.  We can then tailor our provision to enable children to develop their learning, knowledge, skills and understanding as appropriate. 

    At the end of the year, our teachers will again use their observations to make judgements in each of the 17 areas of learning within the EYFS Profile.  For each area of learning the teachers will determine whether a child is Emerging, Expected or Exceeding.  Expected means that children are working at an age-expected level of development within the area of learning.  Children identified as Emerging are working towards this age-expected level and children identified as Exceeding are working beyond the age-expected level.

  • End of Key Stage Assessments (Year 2)

    Children are formally assessed at the end of year 2 using a combination of tests, tasks and teachers’ professional judgements.  New KS1 assessment procedures were introduced in 2016.  The new system uses the year 2 curriculum to measure children's attainment against learning outcomes in reading, writing, mathematics and science. 


    At the end of year 2 some children may be working towards the expected level, indicating that they are not quite working at the age-expected requirement.  Some children may be working at the expected level, indicating that they are achieving at the expected level for a typical year 2 child.  Some children may be working at greater depth, indicating that they have achieved the age-expected level and are working beyond their age-related expectations. 


    Further information regarding year 2 assessments is shared with our parents during year 2.  If you have any questions, please speak to your child’s class teacher.






  • How do our teachers assess children?

    As the Government have now removed the process of assessing children against National Curriculum levels, each school must use its own system of assessment to assess children’s attainment and progress and report this to parents.  As a school we are currently developing our approaches to assessment further and are hoping to share some more of this with our children and parents later in the year.


    At Hampton College Primary we are using the STAT Sheffield systems to assess children in reading, writing, SPAG (spelling, punctuation and grammar) and mathematics.  This involves the teachers using set criteria for each of the four areas of learning to assess what children can do.  It also enables our teachers to identify next steps for each child and also explore next steps for groups of children or the whole class too.  This means that the assessment directly feeds into teachers’ planning and teaching.


    For further information about your child’s attainment and progress, please remember to come along to our parents’ consultation evenings in November and March and discuss your child’s end of year report with them when this is sent home towards the end of the year.  Please don’t hesitate to speak to your child’s class teacher if you have any questions or concerns about their achievements in school.