The assessment of pupils takes two forms: formative and summative.

Formative assessment takes place on a daily basis. It enables teachers to monitor the children’s progress in all subjects and ensures they receive the feedback they need in order to make good progress. This information also forms an integral part of planning for future learning.

Summative assessments are like a snapshot of performance and are most likely to be carried out at the end of a unit of work, term or at the end of the year. At St. Lawrence College Junior School, to ensure the data we collect is as reliable as possible, we use three measures, two from standardised and internationally recognised testing systems and Teacher Assessment. The data is triangulated and helps us assess our teaching and learning and analyse the progress the children are making. The class teacher undertakes continuous assessment of academic achievement regularly in classes and differentiation is applied at all stages of learning.

Foundation Stage and Reception children use Aspects and PIPS baseline assessment produced by Curriculum, Evaluation and Management (CEM) centre at the University of Durham, which provide the teacher with valuable information about each child’s “starting point”. A similar assessment is undertaken at the end of the year to enable school to track and record their progress.

Pupils from Years 1 and 2 participate in InCAS produced by the Curriculum, Evaluation and Management (CEM) centre at the University of Durham, while pupils in Key Stage 2 are additionally tested throughout the year using the Cambridge Primary Progression Tests, which are used as a recognised testing method to determine the level of knowledge, understanding and skill in the core subjects of English, Mathematics and Science.