The Aim of Assessment
Mount Street Primary School values the success and achievement of every pupil and we strive to ensure that each child realises their full potential. Assessment allows us to track an individual’s progress on their learning journey. The focus of assessment is on teachers and pupils gaining clear knowledge and understanding of what pupils have learned as distinct from what teachers have taught in the lesson. We recognise that the teacher’s and the pupil’s own, open and honest, assessment, are both central functions in the learning process.
The school recognises that different forms of assessment are used for different purposes. Formative assessment describes processes of teaching and learning, whereas summative assessment takes place after the teaching and learning. The following analogy helps to explain the definition and purpose of the two types of assessment:
If we link this to our metaphor for learning, "Mountainable"
  • Summative Assessment – is a measurement of where your child has reached on that mountain, how high have they climbed? what routes did they take? What level are they? These measurements might be useful to compare and analyse but they don’t help your child to climb higher and achieve more.

  • Formative assessment – is where your child gains an understanding of what they can do well and what they need to do next to improve and climb higher up the mountain.

  • Learning to learn assessment – Is about your child knowing and understanding what helps them to learn; what tools are they going to put in their rucksack as they climb the mountain.

Information gained from different forms of assessment serve many purposes. Assessment can be used to inform pupils, parents and outside agencies of an individual pupil’s attainment and progress. Effective assessment procedures provide the means for identifying strengths and weaknesses in pupils learning and narrowing the learning gap thereby creating a positive impact on pupils’ attitudes and motivation. Assessments can also assist the school in setting appropriately challenging targets and can serve as an aid in evaluating the school’s overall effectiveness. The intention is to lead to an improvement in the provision the school makes for its pupils and the standard they achieve.
Assessment without levels for years 1 to 6

Since September 2015 the school has moved to assessing children’s work without using levels. Put simply, assessment is now carried out against age-standardised learning objectives. For example, if your child is in year 5, they will be assessed against the objectives for the year 5 national curriculum.

In Mount Street, we are using the following language to describe the standards your child has reached:

  • WT    Working towards the expected standard for their year
  • WA    Working at the expected standard for their year
  • WD    Working with deeper understanding at the expected standard for their year

The judgement is made using three aspects: coverage of the curriculum, evidence of depth of understanding, and professional knowledge and understanding about the child’s wider learning behaviours.

There are some individual children who do not meet the expected standard for their year group. These children will normally have a clear Individual Education Plan (IEP) or an Education, Health and Care Plan (EHCP). We will use C as the code to indicate this.

If we consider a child to be gifted and talented for a particular subject we will discuss their educational plan on an individual basis. We will use GT as the code.

Pupil Progress

This is about the depth of understanding a child has. To measure the depth of understanding professionals ask themselves many questions about the child. For example, can the child:

  • Describe it in their own words
  • Explain it to someone else
  • Show it in a different way
  • Make up their own example
  • See connections between it and other facts or ideas
  • Recognise it in new situations
  • Make use of it in various ways

Developing mastery with greater depth is characterised by the pupils’ ability to:


  • Solve problems with greater complexity
  • Demonstrate creativity and imagination
  • Independently explore and investigate problems, communicate results clearly and systematically explain and generalise the concept


  • Structure their writing to create effect and be able to explain it
  • Adapt their writing for purpose and audience using their own distinctive and independent voice
  • Adopt different forms and levels of formality in writing, often drawing on a single source
  • Make minor edits during the writing process to enhance description
You can find our Assesment policy in "About the School."
Below is some information from the Standards and Testing Agency.