Assessment

At our school, formative assessment is ongoing and informed through the use of Blanks questioning, marking and classroom observation to support teaching and learning. Summative assessment is completed termly using NFER or end of key stage assessments.

In addition, we use a range of targeted assessment tools to monitor progress and inform interventions, including phonics tracking, Fundamentals in Maths assessments, YARK reading fluency assessments for pupils who have exited phonics, Blanks Levels using TALC and Chatty Toolbox and the Welcomm screening tool.

Foundation subjects are assessed through retrieval practice every lesson and retention grids each half term, enabling staff to track knowledge and skill development over time.

For learners in the Resource Base, assessment is guided by the Engagement Model, alongside the Birmingham Toolkit, which supports the tracking of small, meaningful steps of progress for pupils with SEND.

In the Early Years Foundation Stage (EYFS), we track progress towards the Early Learning Goals (ELGs), including a focus on achieving a Good Level of Development (GLD) at the end of Reception. This tracking supports staff in identifying children’s next steps and ensuring targeted support is in place to secure strong foundations for future learning.

Interventions

Our intervention approach is informed by evidence-based practice, including guidance from the Education Endowment Foundation (EEF), and is designed to provide targeted, time-limited support to secure key skills and close gaps in learning.

We deliver structured interventions in areas including Mastering Number, phonics, speech and language development, fine motor skills and handwriting, reading fluency, and precision teaching. These sessions are carefully planned, regularly reviewed, and adapted in response to assessment, ensuring that pupils receive high-impact support that enables them to build fluency, confidence and independence in their learning.