On this page, you will find the following information:

• Our vision and values for assessment
• Assessment codes
• Curriculum and assessment
• Assessment outcomes
• Link to performance measures website

Underpinned by our school values and rooted in the EEF research, we believe in the following principles for assessment and feedback.  

• Celebration: Recognising hard work and effort, motivating and supporting children to achieve their very best, whilst building self-esteem.  Creating an environment where learners feel encouraged to welcome feedback and where mistakes are valued as an approach to learning.

• Collaboration: Working as a community to develop learning that lasts through peer and teacher feedback, based on the principles of kind, specific and helpful.  Scheduling time for children to respond to their feedback and opportunities for adults to reflect on and refine their practice, in our mission to fulfil the needs of every child.

• Respect: Knowing and valuing each child, ensuring that feedback is delivered in a timely manner, appropriate to individual needs and collective understanding of the whole class.  Believing in the capabilities of every child - providing work that is pitched accurately and supporting them to flourish.

• Responsibility: Ensuring that every child is supported to ‘learn for life’, fully aware of their learning goals, immersed in the standard to aim for and encouraged to be their best self.  Working as a school community to develop our practice – through careful and honest use of assessment to inform teaching and enhance learning. 

• Service:  Upholding the principles of high quality inclusive teaching in order to meet the needs of every child, in every subject.  Holding high expectations for every child when planning, delivering and assessing learning across the curriculum – using effective methods to check for understanding and respond to misconceptions.

• Truth: Ensuring that feedback moves learning forward, targeting specific learning gaps, as appropriate for every child, across the subjects.  Enabling children to articulate their strengths and next steps, while supporting parents to understand the achievement, attainment and heartfelt aspirations for their child.

The following codes are used to demonstrate children’s attainment.  Formative assessments are undertaken throughout a unit of work, informing next step teaching and learning.  Summative assessments are completed at the end of each term, across the subjects. 

The following assessment judgements are made in relation to age-related standards.

To read our Assessment and Feedback Policy, please follow this link.

Our curriculum ethos is inspired by our heartfelt vision of ‘Life in all its Fullness’ for all members of our community. We strive to plan and provide curriculum opportunities that instil a love of learning and enable all children to learn for life.  For more information about our curriculum, including progression of knowledge and skills, please click on the link below.

Assessment is used to design and adapt the curriculum, in response to children's needs.  At St. Peter's, we offer a wide range of support, including small group work, pre-teaching opportunities and delivery of social and academic interventions. 

Our interventions include:

• Read Write Inc Phonics Programme
• Read Write Inc Fast Track Tutoring
• Project X Code (Reading)
• Alphabet Arc (Reading)
• Nessy (Spellings)
• Talk 4 Number (Maths)
• Precision Teaching
• Humphrey The Dog Mentor
• ELSA (Emotional Literacy Support Assistant)
• TALA (Therapeutic Active Listening Assistant)

For further information about our provision in school, including our principles of High Quality Inclusive Teaching, please visit the SEND page of our website.

At St. Peter's, our vision is 'life in all its fullness' for all member of our community.  Rooted in our vision, we pride ourselves in being a happy, welcoming and inclusive school.  Last academic year, we welcomed 17 children into Year 6, including children new to the country and children of all life backgrounds.  Some of these children joined us just a few weeks before the Year 6 Standard Assessment Tests (SATs).

The SATs data doesn't capture success of the child, who had struggled with their school attendance and well-being before joining our school.  The SATs data doesn't tell the story of the child from a war torn country, who joined our school with no English and suffering from trauma.  This child learnt to speak, read and write in English, making friends and feeling a sense of belonging - ready to thrive at secondary school.

Our SATs data doesn't reflect the wider 'life in all fullness' flourishing and achievements that were accomplished by our children.

St Peter's SATs Data in 2023:

• 60.7% achieved the expected standard in Reading
• 55.7% achieved the expected standard in Writing
• 50.8% achieved the expected standard in Maths

National SATs Data in 2023:

• 72.6% achieved the expected standard in Reading
• 71.5% achieved the expected standard in Writing
• 72.9% achieved the expected standard in Maths

We’re proud to celebrate our greater depth standard outcomes in Reading, which were above the National average. 
 

For further information about performance measures, please click on the links below.