Assessment Principles

Assessment Principles

Assessment is integral to high quality learning and teaching and empowers children to take action towards improving their performance.
At Uplands Infant school we ensure that assessment is:
– Fair, inclusive and free from bias
– Open, honest and transparent
– Ambitious, ensuring high expectations for all
– Appropriate to age and task
– Accurate and consistent
– Comparable with other schools
– Meaningful and understandable for children, parents, staff and governors


– All staff are regularly trained in our approach to assessment and actively seek to further develop our current practice.
– The Head Teacher is responsible for assessment.
– Assessment places achievement in context against nationally standardised criteria and expected standards.
– Our assessment processes support:
Children by enabling them to demonstrate what they know, understand and can do in their work, recognise the standards to aim for and to understand what they need to do next to improve their work.
Parents by providing regular information and workshops that enable them to support their child’s learning.
Teacherby enabling them to plan learning that accurately reflects the needs of each and every child.

– Judgements are formed according to common principles and processes to ensure 
consistency and draw on a range of evidence.
– Assessment judgements are moderated by experienced professionals both within Uplands Infants and the local authority.
– An ambitious pathway of progress and development is set for every child.
– Our policies and procedures support our children to make a smooth transition between year groups and phases.


– Assessment serves many purposes but the main purpose of assessment at Uplands Infants is to enable teachers, children and parents to plan their next steps in learning.
– We use the outcomes of assessment to check and support our teaching standards and to help us develop further.
– Through working with other schools and the use of external tests and assessments we are able to compare our performance with other schools.
– We assess children against agreed and concrete descriptions of what a child is expected to know and be able to do. This assessment criterion is based on the National Curriculum in Year 1 and the EYFSP in Early Years.
– Assessment criteria are arranged into a hierarchy, setting out what children are normally expected to have achieved by the end of each year.
 – The achievement of each child is assessed against all the relevant criteria at appropriate times of the school year.
– In Key Stage 1 each child is assessed as either ‘Working at pre-key stage standard’, ‘Working towards the expected standard’, ‘Working at the expected standard’, ‘Working at greater depth within the expected standard’ against each relevant criterion contained in our expectations for that year.
– In Early Years each child is assessed as either ’emerging’ or ‘expected’. A commentary is also provided in relation to the characteristics of effective learning.
– Where a child is assessed as emerging, working at pre-key stage standard and working towards the expected standard, their needs will be met through individual or group support.
– Assessment judgements are recorded and supported by a body of evidence; i.e.observations, records of work, discussion etc.
– Assessment judgements are moderated by colleagues in school and by colleagues in other schools to make sure our assessments are fair, reliable and valid.


– Teachers use the outcomes of our assessments to summarise and analyse attainment and progress for their children and to identify any gaps in learning.
– Teachers use this data to plan the learning for every child to ensure they meet or exceed expectations. Teachers and senior leaders analyse the data across school to ensure that children identified as vulnerable or at particular risk in this school are making appropriate progress and that all children are suitably stretched.
– The information from assessment is regularly communicated to parents through structured conversations and rich qualitative profiles of what has been achieved and indications of what they need to do next.
– We celebrate all achievements across our broad, balanced and enriched curriculum, behaviour, art and performance, social and emotional development, and academic achievement.

– Assessment feedback should inspire great effort and a belief that 
through hard work and practice more can be achieved.