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Assessment Without Levels

Following the introduction of the new National Curriculum Framework in September 2014,the Government also decided to remove level descriptors.  The Governments policy for removing level descriptors from the National Curriculum is set out in terms of freeing schools from an imposed measure of pupil progress.  The Department for Education stated that "it will be for schools to decide how they assess pupils' progress".

River View's Assessment System

The old and new curriculum have different content.  Many of the objectives in the old curriculum have shifted to lower year groups in the new, more rigorous curriculum. This means that it is not possible to have an exact correlation between a level that was the outcome of the old National Curriculum assessment and the requirements of the New National Curriculum, this means a shift in the way that we assess our children's outcomes at River View.
The principles that underpin our assessment systems are:
  •  tha​t every child can achieve
  • the National Curriculum objectives will be used as the expectations for all children
  • ​children will make age appropriate progress - 12 months in 12 months


Our assessment and reporting system includes:

  • ​Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue
  • Children knowing what they are being asked to learn and more importantly, why.
  • Success Criteria are discussed in each lesson and then work is assessed against this criteria
  • Clear feedback on how to improve work is given (this can be oral or written)
  • ​Regular pupils' work scrutiny

All of the above will feed into termly data 'snap-shots'.

Tracking Progress Over Time

At River View, we will be using Golden Codes to track pupils' progress over time against age related expectations.  The Golden Codes reflect where the child is in terms of coverage of the curriculum:

  • Emerging
  • ​Developing
  • Expected - reflecting that age related expectations have been achieved
  • Greater Depth - reflecting that the child is working above the expected standard


Therefore, it would be expected that a child in Year 3 would be a Y3Emerging at the end of the Autumn Term.  They would then be expected to progress to Developing (end of Spring Term) and Expected (end of Summer Term) however, this is typical of the expected progress of a child and not all children will progress at this rate.


The Golden codes and tracking system are the backbone to tracking progress across our school and these are recorded on  SPTO (School Pupil Tracker Online).

We also assess the way children apply their learning.  This is known as a Mastery Rating.  Mastery ratings show that age related objectives have been achieved and children are working at a deeper level of understanding and application.

More Able Pupils


Rather than moving on to the next year's curriculum, these children will work on 'mastering' their knowledge through the application of skills in different contexts - they will be deepening their learning.


The depth and application of a child's learning is an important marker of their achievement and progress. 


Early Years Assessment


During a child's time in Nursery and Reception Class here at River View, they will be working towards the 17 Early Learning Goals which form the basis of the Early Years Curriculum.  It is made up of the following areas:


  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language Development
  • Maths
  • Literacy
  • Understanding the World
  • Expressive art and design


Please read the attached information to discover how your child's progress is tracked and how a judgement is made.