Trust &,


What has Changed?

From September 2015, the Government made a huge change in the way that children in schools are assessed. This is to link with the New National Curriculum 2014. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. The Government removed  national curriculum levels and decided that schools should develop their own models for assessing children’s progress and attainment in their school.  We have worked with the Leek Education Partnership and Local Authority to develop our assessment system here at Waterhouses School.

Our assessment system is based on a key set of principles as outlined in the document below.

Principles for Assessment 

How do we assess?

We have developed a booklet for parents to explain how we assess.

Assessment-booklet- Waterhouses

We use a wide range of pupil evidence from on-going daily assessment from work in their books, pupil conversations and answers to questions to the outcomes of standardised tests or other tests including the Y2 and Y6 SATs.

In brief, children’s attainment is assessed against year group expectations. Children will be assessed as entering, developing, secure or working at greater depth within the year group.

Working at greater depth

Pupils have demonstrated a comprehensive understanding of all concepts and skills in a unit of work and can apply to new situations without help. Exceptional pupils may be starting to work, independently, on the next year’s age related criteria.

Attainment is high when compared to other pupils nationally.

Secure Pupils have a secure and advanced understanding of the main concepts and skills when applied to familiar contexts. They have some independent skills within the framework of the curriculum.



Pupils have grasped some of the main ideas and skills in a unit of work, others require development.
Entering Pupils are beginning to grasp some of the main ideas and skills in a unit of work. The work does not yet consistently meet the expected standard for this age group. There may be support needed.

Children meeting age related expectations at the end of the year will be a secure level of achievement. As with the previous curriculum, children will follow objectives that are best suited to their individual ability. Children that reach the secure stage will be challenged by developing their ability to apply their learning to a variety of contexts. The Government’s aim is that children’s learning is fully embedded in their own year group’s objectives.

How will I know how my child is doing at school?

Teachers will be providing you with information on how your child is doing compared to the age related expectations at parents’ evenings and in each of the end of term reports we send out.  However, we are happy to chat to you at any time about your child’s progress. As always, if you have any questions or concerns or you would like to ask any further questions, don’t hesitate to contact us.

Below you will find the learning expectations for each year group

Year 1:

Year 1 reading expectations

Year 1 writing objectives

Year 1 maths objectives


Year 2:

Year 2 reading expectations

Year 2 writing objectives

Year 2 maths objectives


Year 3:

Year 3 reading expectations

Year 3 writing objectives

Year 3 maths objectives


Year 4:

Year 4 reading expectations

Year 4 writing objectives

Year 4 maths objectives


Year 5:

Year 5 reading expectations

Year 5 writing objectives

Year 5 maths objectives


Year 6:

Year 6 reading expectations

Year 6 writing objectives

Year 6 maths objectives


Teacher assessment frameworks for 2018-19

2018 19 Teacher Assessment Frameworks At The End Of Key Stage 1

2018 19 Teacher Assessment Frameworks At The End Of Key Stage 2


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Waterhouses CE Primary Academy