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Assessment Policy


      Countess Anne School

    A Church of England Academy     


Living God’s Love through….

  •  Academic provision that recognises the need for excellence in teaching and learning.
  •  Holistic provision that encourages Christian hope; building spirit and soul through faith orientated pastoral care.
  •  Inspirational provision through a modern curriculum that celebrates diversity and provides new opportunities.


Assessment policy:


Aim: to use assessment to enable the school to set both achievable and challenging expectations.


Objectives – assess, collate, analyse, review:

  • 1) To periodically formatively assess children’s progress through an assessment for learning approach in all subjects.
  • 2) To collate summative progress for all curriculum subjects half termly.
  • 3) To regularly analyse results in order to inform future planning and interventions, and overall whole school strategic planning.
  • 4) Review future provision.


Fulfilling the Objectives:

  • 1) Formative Assessment:
  • Teachers are responsible for ensuring that pupils’ work is marked and that marking is done in line with the school’s Marking: Assessment for Learning policy. Teachers’ planning should follow a sequence of next steps which contribute to an overall W.A.L.T.
  • Assessment strands relating to the National Curriculum objectives, in all subjects, are expected to be used by both teachers and learning support assistants on a daily basis so that evidence of progress can be collected frequently. Staff may also use post-it notes in order to capture an observed moment of progress and include this as part of the pupil’s overall assessment.
  • In art and design, humanities, R.E., computing and design and technology pupils, with teachers, are expected to highlight their progress using the concepts at the front of a pupil’s book when achieved.



  • 2) Collating Summative progress:
  • In all subjects, teachers are expected to collate observations and assessments, half-termly, in O’Track.
  • Each half- term, EYP and Phase one teachers are responsible for collating and submitting their pupils’ progress in phonics to the English subject leader.
  • Termly reports are to be completed by all teachers; reporting to parents on a pupil’s attendance, behaviour, contribution to the school community and the standard of their homework.
  • Teachers are responsible for writing pupils’ annual reports in June of each year reporting on the progress that a pupil has made in each subject and identifying what the next steps of development are.
  • The Head Teacher is responsible for ensuring that end of key stage data is collated and shared with the appropriate agencies.


  • 3) Analysing Results:
  • The following reports are available for class teachers, subject leaders, SMT and the Head Teacher to use in their analysis of results:
    • Cohort Subject Overview – ideal for class teachers
    • Depth of Knowledge Report – ideal for subject leaders
    • Percentage of Understanding - ideal for class teachers
    • Pupil Subject Development – ideal for learning profiles and SEND
    • Progress report - ideal for class teachers and subject leaders
    • Whole school overview – ideal for SMT and Head Teacher
    • Whole school summary – ideal for subject leaders, SMT and Head Teacher


  • Subject leaders are expected to analyse results and provide a report to their link governor.


  • 4) Review:
  • Class teachers are expected to review their provision in the light of the above analysis and adapt short and medium term plans and interventions accordingly.
  • The S.M.T are to review the impact of whole school provision and in the light of this, governors’ feedback, parental and pupil voice review the present term’s SDP and write the next term’s.