How we assess our children

At Heybridge Primary Academy all children are assessed at regular intervals throughout the year to ensure consistent and accurate recording and monitoring of their levels. They are assessed in reading, writing and maths, which allows the children to understand where they are currently, how they have progressed, and crucially what they need to do to improve.

How do we assess reading?

  • Guided Reading sessions:  During these sessions adults will work with the children assessing their reading ability and understanding through verbal discussion
  • Cross-curricular: Children’s reading is monitored across all areas of the school day
  • Assessment week: Children will complete a task or reading paper providing an accurate reading score.

How do we assess writing?

  • First Friday Fandango (FFF): On the first Friday of each month the children will complete a piece of independent writing based on a given prompt.  The prompts are designed to give coverage to a range of genres. FFF work is assessed using APP (Assessing Pupil Progress) criteria to provide a NC level
  • Cross-curricular: Children's writing is monitored across all areas of the school day

How do we assess maths?

  • Skills Tracker: This monitors their understanding of the four operations + - x ÷ through a series of progressive assessment question cards. Cards completed are mapped on the tracker allowing support to be given for areas of difficulty.
  • Mental Maths: All children have 10 minutes each day of mental maths to develop fluency and quick recall of skills.  The activities are adapted to suit each class
  • Assessment week: Children will complete a task or test maths paper providing an accurate NC level.  They will sit either 1 or 2 maths papers and a mental maths test

Assessment Week:

Results from the FFF and assessment week tests are recorded formally and are used for the individual, class and year group analysis of pupil progress. These are discussed at half-termly pupil progress meetings, where any children causing concern are raised in discussion and actions decided. It is also expected that all teachers use this information to generate  discussions with the children to identify new targets.