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Assessment

Assessment at Blundeston CEVC Primary School

At Blundeston, we have worked hard to develop a robust assessment system with formal, summative assessments completed termly using NFER tests.  For internal assessments, the school uses a PITA (Point In Time Assessment) scoring system on our computerised tracking system, Pupil Asset, for children in Years 1 to 6.  At certain points in the year, for specific subjects, teachers’ assessments may be supported by test scores.  In these instances, data is translated into “scaled scores” which in turn produces an equivalent PITA score. It is important to emphasise that this information is used to support teachers' day-to-day assessments against age-related expectations.

 

For children in Reception, we use the Tapestry platform, which is a secure online learning journal helping staff and families to celebrate children's learning and development.  Tapestry builds a very special record of a child’s experiences, development and learning journey through their early years.  Using photos, videos, observations, conversations and diary entries, staff ‘weave’ the story of the child and how they are growing and developing and skilfully link this evidence to the Early Years Foundation Stage (EYFS) Early Learning Goals.  Parents/carers are able to view online their child’s progress, whilst also uploading their own comments and media.

 

PITA Score

(PITA – Point In Time Assessment)

Score meaning

(colours below represent colour coding system on Pupil Asset)

Age-related expectations

Scaled Scores

(internal scaled scores are calculated and weighted differently to SATs scaled scores)

1

Significantly below expected level

  • Is largely or wholly unable to access the National Curriculum (NC) even with heavy personalised support and scaffolding. This may be due to EAL, SEND or significant barriers to learning.

< 85

2

Well below expected level

  • Is able to access the NC only with heavy personalised support and scaffolding. This may be due to EAL, SEND or significant barriers to learning.

85 - 89

3

Below expected level

  • Is able to access the NC with personalised support.
  • Has significant gaps in their learning. 

90 - 94

4

Just below expected level

(WTS)

  • Is able to access the national curriculum.
  • Has some gaps in their learning. 

95 - 99

5

Just at expected level

(EXS)

  • Is meeting the vast majority of the NC expectations.
  • Is successful in learning many new concepts. 

100 - 107

6

Securely at expected level

(EXS)

  • Is meeting all of NC expectations for their year group.
  • Is usually a successful learner and can demonstrate a good understanding of the objectives taught.

108 - 117

7

Above expected level

(GDS)

  • Is just exceeding national expectations.
  • Is almost always successful in understanding the key learning objectives. 

118 - 128

8

Well above expected level (GDS)

  • Is exceeding national expectations.
  • Is always successful in understanding the key learning objectives.

129 - 137

9

Significantly above expected level

(GDS)

  • Is significantly exceeding national expectations.
  • Is always successful in understanding key learning objectives. 

>138

 

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