A proud member of the Diocese of Sheffield Academies Trust (DSAT)


Andover Street, Sheffield, South Yorkshire S3 9EF

0114 2760 472

Assessment at Pye Bank


Assessment of pupils’ learning is very important and helps teachers to move learning forward so children achieve well.

 The principles that underpin our assessment system are:

  • Every child can achieve: teachers at Pye Bank have the mindset, ‘What do I need to do next to enable a child in my class to achieve?’
  • The National Curriculum objectives will be used as the expectations for all children.
  • Pupils will make age appropriate progress from their different starting points – 12 months in 12 months, more for those who need to 'close the gap' to reach  age related expectations.
  • Teachers are experts at assessment - assessment will be effectively used to ensure the correct scaffolding is built into lessons to ensure all children achieve.

End of Key Stage Assessment

Nationally all children have to be assessed at the end of Foundation Stage, at the end of Key Stage 1 (Year 2) and at the end of Key stage 2 (Year 6).

In KS 1 and 2 children are assessed as:

  • Working towards the expected standard
  • Working at the expected standard
  • Working at Greater depth

They take tests set out by the Government and are given a scaled score to help parents understand how well the children have achieved.


If you want more information please see the attached guidance booklets from the DFE.

Assessment information for parents - KS1

Assessment information for parents - KS2 

Early Years - Nursery & Reception

Class teacher's will use a combination of the EYFS profile and their own baseline assessment to measure children's progress. We use a system called 2 Simple to help us.

EYFS Profile:

  • The EYFS profile assessment is carried out in the final term of Reception
  • The main purpose of the EYFS profile is to provide a reliable, valid and accurate assessment of individual children at the end of the EYFS.

EYFS profile data is used to:

  • Inform parents about their child’s development against the early learning goals (ELGs) and the characteristics of their learning.
  • Help year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of each child.

Children in Nursery and Reception are assessed against the Prime and Specific areas of Learning in the EYFS profile, these are recorded on our on-line system, Early Essence. Assessments are  based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether a child is meeting the level of development expected at the end of the Reception year:

  • Emerging, not yet reached the expected level of development
  • Expected
  • Exceeding, beyond the expected level of development for their age 

Phonics Screening Check Year 1

  • The Phonics Screening Check demonstrates how well pupils can use the phonics skills they have learned up to the end of Year 1, and to identify those who need extra phonics help.
  • The checks consist of 40 words and non-words that your child will be asked to read one-on-one with a teacher. Non-words (or nonsense words, or pseudo words) are a collection of letters that will follow phonics rules your child has been taught, but don’t mean anything.
  • The 40 words and non-words are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters.
  • Pupils will be scored against a national standard, and the main result will be whether or not they fall below, within or above this standard
  • Pupils who do not meet the required standard in Year 1 will be re-checked in Year 2.

How do we assess pupils' learning across school as a whole? 


We have developed a very clear system which formally assesses at the end of each term each year, with children being judged as the following:

  • WTS: Working towards the standard for the year group at that point in the year.
  • EXS: At the expected standard for the year group at that point in the year.
  • GDS: Working at a standard above what is expected (Greater Depth Standard) at that point in the year.

 Children who are working at the greater depth standard are given the opportunity to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth.


For more information on the age related expectations click here