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20 Daws Lane, Mill Hill, London, NW7 4SL

020 8906 2983 | Contact: Mrs Fraser, School Administrator |

Etz Chaim Jewish Primary School


At Etz Chaim the key purpose of assessment is to move children on in their learning. Continued monitoring of each child’s progress gives a clear picture of what each child has learnt and how we can move learning forward. It is important that the teacher knows what has been learnt, what skills have been acquired and what concepts have been understood. This enables teachers to reflect on what children are doing and informs their future planning.

We use the term ‘attainment’ when referring to children’s levels of achievement (e.g. whether they are working in line with National Expectations for their year group).

We use the term ‘progress’ when we talk about the progress children have made.

Why do we assess?  

Our assessment provides valuable information to help children, teachers, parents and school leaders to acknowledge, analyse and review achievements and progress in learning against expected standards. Our assessments inform our immediate and long term planning. Our assessment gives: 

Children - an understanding of where they are secure, what it is they need to do to address any gaps in their learning and the next steps needed to extend learning 

Teachers - the detailed knowledge of their children’s achievements which they can use to inform future learning, planning and their teaching 

Parents - regular reports on their child’s progress in meeting expectations and ensures that teachers, children and parents can work together to secure learning and raise standards for all children 

School leaders and governors - information that they can analyse and use to make decisions about future actions to improve standards, learning and teaching in the school 

Receiving schools - pupil information to support transition between schools 

External agencies and partners - (such as DfE and Ofsted) the evidence that a school knows its children well and sets and maintains high standards in learning and teaching as part of the school’s public accountability to its children’s future

We all have high expectations of the children; we give them praise and encouragement; we aim to deliver a full curriculum which is aimed to develop the whole child.   The emphasis is always upon what the individual child CAN do. 

The teachers continuously assess the children as a natural, integrated part of their practice to understand where a child is (formative), so as to plan where to take the child on next, and to diagnose any difficulties (diagnostic).  Detailed records are kept. The progress of all children is monitored closely and is discussed regularly, including at Pupil Progress Meetings.

Formative Assessment 

Formative assessment is on-going assessment in the classroom, on a day to day basis, using assessment for learning, where a range of strategies are used to assess understanding, skills and progress. How well the pupils are learning informs planning and next steps. Assessment for learning practices raise pupils’ awareness of what they are trying to achieve and how they can improve.

Formative Assessment can take many forms:

  • Listening to and observing pupils – both informally and in planned scenarios.
  • Looking at pupils’ work – spending time on marking and feedback in order to see if pupils are reflecting on learning.
  • Planning for and observing pupils’ thinking and problem solving activities.
  • Asking differentiated questions and listening to responses.
  • Talking to parents, pupils and support staff.

At Etz Chaim we use Class Track for formative assessment. Class Track is an online pupil tracking system which allows all teachers to easily track pupils’ understanding of curriculum objectives. Classtrack enables us to easily identify what each pupil can and can’t do, as well as identifying coverage and any gaps within pupils’ knowledge so planning and teaching can be targeted for pupils’ needs.

Summative Assessment 

At Etz Chaim, our ongoing formative assessment allows us to make an overall summative judgment about how each child is achieving according to the end of year expectations.

We record our Summative assessment data four times a year:

  • Autumn Mid Term (October)
  • Autumn Term (December)
  • Spring Term (March/ April)
  • Summer Term (June/ July)

The outcomes of in-school summative assessments supports teachers in making rounded professional judgements on the attainment of a child at a particular time in specific subjects/subject areas. In-school summative assessments inform teachers and leaders on attainment and progress within specific groups, classes, year groups and across school.

Routemap is the assessment system used at Etz Chaim for inputting and analysing data. It is used to track pupil progress and attainment in reading, writing, maths and science. The Leadership Team use Routemap to monitor the progress and attainment of individual pupils, groups, classes or year groups and school as a whole. Routemap highlights children whose progress is below that expected and who may need additional support or intervention. This information is used in Pupil Progress meetings.

In addition, we use an online system, FFT Aspire, which calculates estimates of end of Key Stage targets. These targets are used to inform the setting of ambitious and aspirational targets for students. Comparing the children’s attainment with their FFT targets provides insightful data to support school improvement and self-evaluation.

Termly Pupil Progress meetings are held between the Headteacher and class teachers to identify children and groups who are in danger of underachieving and to identify what these children need to learn to catch up and how this will be achieved. These plans are reviewed termly following the next summative assessments and regularly reviewed to look at impact and modify / change action if needed.

At the end of each academic year pupils are assessed against their end of year group expectations.  We assess whether they are:

  • working below key stage expectations
  • working towards age-related expectations
  • working at age related expectations
  • working at greater depth

By the end of the academic year, our expectation is that all pupils will be at national standard for their year group or above. The government has set an expectation of 85+%. Those pupils with SEND will have their own individual programme, which would be learning within the year(s) below. Pupils who are achieving national standards earlier in the academic year will be broadening their skills and understanding by using and applying their learning in a variety of contexts.

Vulnerable Groups 

Groups of pupils include: gender, disadvantaged, SEND and ethnicity. These groups are tracked termly and pupil progress meetings are used by the Headteacher and teachers to ensure that progress is being made. Interventions are used to support the learning of pupils who have or are in danger of falling behind in order to boost their learning. The interventions are reviewed in team meetings and impact is discussed. Provision and intervention for underachieving / disadvantaged pupils is monitored closely by the SENCO, Phase Leaders and teachers. Data and information from the SENCO and the Safeguarding Officer are reported termly to the Headteacher and governors.


Statutory Assessments:

The Phonic Screening Test at the end of Year 1 

The Phonic Screening assesses children’s segmenting and blending phonic skills as part of early reading.

Please click here to find out more about the Year 1 Phonic Screen

End of Key Stage 1 

The KS1 Teacher Assessment Framework is used assess whether children are working at, towards or at a greater depth of the expected national standard in Reading, Writing, Mathematics and Science.

Please click here to find out more about the key Stage 1 SATs


The Multiplication Check

The Multiplication Tables Check (MTC) is a key stage 2 assessment to be taken by pupils at the end of year 4 (in June). The purpose of the MTC is to make sure the times tables knowledge is at the expected level.

The MTC is an online test where the pupils are asked 25 questions on times tables 2 to 12. For every question they have 6 seconds to answer and in between the questions there is a 3 second rest. Questions about the 6, 7, 8, 9, and 12 times table come up more often. The questions are generated randomly based on the rules of the MTC.

End of Key Stage 2 

At the end of Year 6, children in England sit tests in Reading, Maths and Grammar, punctuation and spelling (GPS). These tests are both set and marked externally, and the results are used to measure the school’s performance.

Writing is assessed through teacher assessment in line with the KS2 Teacher  Assessment Framework.

In 2020 and 2021 KS2 SATs did not take place due to the Covid-19 pandemic. Primary school SATs results will not be published in national league tables until 2023 to reflect the disruption to children's learning. 

Diagnostic Assessment 

Some assessments are carried out to identify particular progress or areas to develop. In line with the Read, Write Inc programme, phonic checks will take place at regular intervals (approximately 8 weeks) in order to assess the progress pupils have made and to ensure that pupils are being taught at the correct stage of the Read Write Inc programme.


Foundation Stage –Reception:

Assessment at the start of the reception year – the Reception Baseline Assessment (RBA)

The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts reception.

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)

In the final term of reception, the EYFS Profile is completed for each child.  The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. The Profile reflects our practitioners’ own knowledge and professional judgement of a child to inform discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Each child’s level of development is assessed against the early learning goals.

These are:

Communication and Language

- Listening, Attention and Understanding

- Speaking

Personal, Social and Emotional Development

- Self-Regulation

- Managing Self

- Building Relationships

Physical Development

- Gross Motor Skills

- Fine Motor Skills


- Comprehension

- Word Reading

- Writing


- Number

- Numerical Patterns

Understanding the World

- Past and Present

- People, Culture and Communities

- The Natural World

Expressive Arts and Design

- Creating with Materials

- Being Imaginative and Expressive

Practitioners must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’). This is the EYFS Profile.

Schools share the results of the Profile with parents and our Reception teacher meets with the parents to discuss it.

We use OTrack to monitor and track the children’s progress throughout Reception



Keeping Parents Informed 

Reporting not only fulfils legal requirements but it is also a vital part of our relationship with parents and the wider community. Its purpose is to support, promote and celebrate the pupil’s learning. Parents are welcome to speak to the Class Teacher about their child’s progress and are encouraged to support their child through home learning activities, reading and commenting in the home school liaison book.

We offer Parent Teacher Consultations in the Autumn, Spring and Summer terms where a child’s progress can be discussed with the class teacher and individual pupil targets shared.

Notes of the meetings are sent home alongside the meetings with a slightly more detailed report in the Summer Term. These are summative and informative, providing information on progress and achievements throughout the year.  They inform parents of targets to focus on and information related to attendance.

SEN Parents Meetings take place three times a year to discuss targets and IEPs and any Annual Reviews.

Full records are kept on all aspects of each child’s school life, and are available for parents to see.  If parents wish to see any of these, please contact the Headteacher.

In addition to the more formal reporting, there is opportunity for personal contact with parents through the home-school liaison books, phone calls and meetings.