Reception Baseline Assessment (RBA)

The RBA is an activity-based assessment of children's starting points in;

  • language, communication and literacy
  • mathematics

Children will use practical resources to complete these tasks and teachers will record the results on a laptop, computer or tablet. It will not be used to label or track individual pupils. We are required to carry out the assessment within the first 6 weeks of your child starting reception. No numerical score will be shared and the data will only be used at the end of year 6 to form the school level progress measure. Teachers will receive a series of short, narrative statements that tell them how their children have performed in the assessment. These can be used to inform teaching within the first term.

Please click on the link to read more in the Department for Education Parents Information Booklet

Statutory Framework for the Early Years Foundation Stage (EYFS)

The EYFS statutory framework sets the standards to make sure that children aged birth to 5 learn and develop well and are kept healthy and safe.

The areas of learning and development are:

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

Please  click here for more information about the Statutory Framework for Early Years Foundation Stage.

Development Matters-non statutory guidance

This guidance sets out the pathways of children's development in broad ages and stages. The actual learning of young children is not neat and orderly. For that reason, accurate proportionate assessment is vital. The guidance helps teachers to make informed decisions about what a child needs to learn and be able to do next. Please click here to view the Development Matters guidance.

Two year old progress check

The two-year progress check is designed to help practitioners identify how children are developing. It helps staff determine if children are developing as expected, or if they require any additional support. The check may be carried out collaboratively with the health visitor.

Early Years Foundation Stage Profile Assessment 
At Wrockwardine Wood Infant School and Oakengates Nursery Federation, ongoing assessment is an integral part of the learning and development processes. Staff observe children to identify their level of achievement, interests and learning styles.  These observations are used to shape future planning. Staff also take into account observations shared by parents.

Parents are invited into school each term. This is a time when their child's development record of observations, EYFS profile and next steps for development are shared. Parents also receive a written report in the summer term. 

At the end of Reception children are assessed against the 17 Early Learning Goals indicating whether they are:

  • Meeting the expected levels of development
  • Not yet reaching expected levels ('emerging'

The profile is moderated internally and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile assessment data is submitted to the local authority.

Please click here to learn more about the EYFS Profile

Key Stage 1

Assessment is an integral part of the learning and development processes and takes place daily and weekly through observations of children's learning.  

More formal assessments are made half termly or termly after a unit of work has been completed. This gives a snapshot of what knowledge children have remembered and the skills they have gained. 

Y1 Phonics Screening Check

The Year 1 phonics screening check takes place in June each year. It is not a formal test, but a way for teachers to ensure that children are making sufficient progress with their phonics skills to read words and that they are on track to become fluent readers who can enjoy reading for pleasure and for learning.

For more information about the Y1 Phonic Screening Check please click here

Year 1 and Year 2 assessment

If children are assessed as being at the typical stage of development for their age at a particular time, they will be judged to be on track for the end of year expectations. Some children may be working below or working towards end of year expectations and will have additional support to enable them to close the gap.

Other children may be working above their expected end of year expectations and will access teaching and learning opportunities which will add breadth and depth to their learning.

The stage at which a child is working, the targets set and the next steps in learning are shared with parents each term through a written report. 

Parents are also given the opportunity to attend parent/teacher consultation meetings to discuss where a child is in relation to national expectations and what he or she needs to do next in order to make good progress and achieve the best possible outcomes.

The terms used will are:

  • Working below the expected standard
  • Working at the expected standard
  • Working at greater depth within the expected standard