At Rosemary Works School, we use a robust system for ensuring we, the children, and their parents know how they are performing in tests. Tap on any of the text that is highlighted in blue to find out more.

In the Early Years, we use Tapestry as a means of assessing children by regularly observing them and sharing their achievements, against the Early Learning Goals, with their families.

In Year 1, children start formal assessments and, at a time in the year when we feel it appropriate, we assess their reading age, writing and maths.

From Years 2 to 6, children are assessed every September using the CAT4 assessments. This gives us all a standardised score of their ability in Verbal Reasoning, Non-Verbal Reasoning, Maths and English. This information helps us to steer their learning for the year according to their strengths and areas for development and it tells us their learning potential.

In addition, at the end of each term, children are assessed in Years 2 to 6 using the NFER test papers to see how they are progressing in Maths and English. These results produce a standardised score, and like the CAT4 tests, a score of 100 is exactly where children should be for their age. Scores above indicate higher ability.

According to our professional judgment, if children score below 100, we put in place a support programme with the aim of providing the child with an Individual Education Plan (or IEP) which is shared with parents and helps to guide their development by carefully assessing what they need in order to make good progress over a set period of time (usually 6 – 8 weeks) which is then reviewed and updated accordingly.

Many of our staff are trained with initiatives including Catch-Up, 5 Minute Box, Read Write Inc, and in-house professional development and we regularly run training sessions to help assist children with SEN, for example children who are dyslexic, on the autism spectrum, etc.

Furthermore, children’s reading ages are assessed three times a year and the SENCO meets teachers termly to discuss every child to find out how they are progressing, both academically, physically and developmentally in Provision Map meetings.

We do NOT offer children SATs papers for Year 2 and Year 6. We feel that the assessments we have give an excellent picture of how they are progressing and, in line with our ethos, do not believe they need additional pressure to undertake these tests on top of all the others.

Our commitment is to ensure:

  • Every child’s well-being, self-esteem and natural abilities are nurtured and our school has systems in place to safeguard them (see policies section) and that they are offered a welcoming, inclusive environment that celebrates learning through mistakes as much as the celebration of success.
  • Children of all abilities make good progress (or better), mindful that, even though not everybody is naturally academic (some individuals show great skill in the arts, sports, etc.), that we learn how they learn and can maximise their academic potential.
  • Every child leaves for secondary school with all the skills they need to succeed in their chosen setting.
  • That children understand the world they live in and that we equip them for the future, mindful of the ever-changing world, and that they are aware of current affairs, eco matters and the importance of philanthropy, enterprise and relationships.