Assessment & Feedback at Fawbert & Barnard’s

Feedback

Feedback is a core part of learning at Fawbert & Barnard’s. We believe that effective, timely feedback helps children understand what they have achieved and what they need to do next.

We use a combination of:

• Verbal feedback given during lessons to address misconceptions immediately
• Written feedback that helps pupils refine and improve their work
• Self-assessment and peer assessment, encouraging children to reflect on their progress and take responsibility for their learning

Our approach ensures feedback is purposeful, motivating and linked to clear success criteria.

Keeping Parents Informed

We are committed to strong home–school partnerships and ensure parents are kept well-informed about their child’s progress throughout the year. We offer:

• Learning Showcases every half-term, giving parents a chance to see classroom learning first-hand
• Interim reports at the end of the Autumn and Spring terms
• Parent/Teacher consultations in the Spring term to discuss progress, next steps and individual targets
• Detailed end-of-year reports in the Summer term, outlining achievements, progress and areas for development

Parents are always welcome to speak with the class teacher, and we encourage support with reading, homework and active involvement in school life.

Why We Assess

Assessment is essential to ensuring every pupil makes strong progress and receives the support they need. At Fawbert & Barnard’s, assessment is used to:

• Identify what pupils already know, understand and can do
• Highlight gaps or misconceptions
• Plan next steps in learning and inform teaching
• Track progress over time and celebrate achievements
• Ensure consistency and fairness across classes and year groups
• Inform parents, leaders and external agencies about pupil attainment

Standardised Assessments

In addition to ongoing teacher assessment, we also use standardised end-of-term tests across Reading, Writing and Maths. These provide:

• Reliable, benchmarked information compared to national norms
• Additional evidence to support teacher judgement
• Clear tracking of progress across the year
• Diagnostic insights into whole-class and individual strengths and areas of need

These assessments strengthen the accuracy of our teacher assessments and help shape future planning.

Statutory Assessments

Alongside day-to-day assessment and standardised testing, schools must carry out several national statutory assessments:

Early Years Foundation Stage (EYFS)

• A baseline assessment on entry
• Ongoing assessment against the Early Learning Goals
• Identification of pupils who achieve a Good Level of Development (GLD)

Phonics Screening Check – Year 1

• Assesses children’s ability to segment and blend sounds
• Helps identify pupils needing further phonics support

Multiplication Tables Check – Year 4

• Online check of rapid recall of times tables
• Results shared with parents to support home learning

End of Key Stage 2 (Year 6)

• Teacher assessments in Reading, Writing, Maths and Science
• National SATs in Reading, Grammar and Maths
• Scaled scores used (100 = expected standard)

These assessments help us understand how well pupils are performing compared to national expectations and ensure a smooth transition to secondary school.