In 2015, the Department for Education took the decision to remove the National Curriculum assessment levels as the main way in which primary schools were held to account for children’s outcomes and for how schools might choose to describe progress and attainment over time. The main purpose behind the changes was to enable schools and teachers to develop a school curriculum that is relevant to their pupils and meets the end of year outcomes required for the new National Curriculum. The removal of assessing pupils against a ‘level’ allowed schools to develop their own approaches to formative assessment – referred to as ‘assessment without levels’: the idea being that children could be assessed against what they knew from effective teaching, monitoring, feedback and intervention.

Here at St Aloysius RC Primary school we take the achievements of all pupils as being key to our continued success and therefore have developed guidance to support formative and summative assessment of pupils against expectations of what should be taught in English and maths by the end of each key stage. The assessment criteria ensures that teachers know what pupils must achieve by the end of each stage within their primary education in order to prepare them to be ready for secondary education when leaving Year 6. As a school, built around excellent teaching and reflective practices, we are aware of the need to provide genuine opportunities for greater school autonomy over the curriculum and assessment; assessment that will focus teaching on the core content rather than on a set of level descriptions.