Assessment & Reporting


Assessment helps us know how children are progressing and achieving.  We do it in different ways.

Teachers make on going formal assessments of each child every term. This includes tracking children’s progress from term to term and year to year.  Teachers meet three times a year with members of the senior leadership team to discuss the results of the class overall and of individual children.  In this way teachers identify what actions are needed to ensure every child does as well as they can.  Special attention is given to how children are doing in Reading, Writing and Mathematics; but teachers assess achievement and progress in all subjects in the curriculum.

The Academy and the Children’s Centre use these assessments to identify children who:

  • are not making the expected progress
  • are doing well but might do better
  • have special needs of different kinds
  • would benefit from different kinds of intervention or provision

At the moment children who are of compulsory school age are assessed using ‘levels’.  This system has been in operation for many years. The Department of Education is in the process of introducing a new system which will come into operation in 2016.

Children in the Foundation Stage (under fives) are assessed against the statements related to the Early Years curriculum.  Assessments are related to what a child is expected to be able to know and do at different ages.

Formal assessments are made on the basis of evidence which is collected and can be seen by others to agree the accuracy of the judgments being made.

The senior leaders regularly analyse and review attainment data across the school and Children’s Centre through monitoring work and interviewing pupils.

Teachers are also constantly making informal assessments of pupils’ learning.  They notice if a child is having problems with a new idea or skill, if they pick things up quickly or need repetition, if children are interested and engaged by an activity. Teachers provide feedback to children during the lesson or in their books, pointing out things to focus on and giving children ‘next steps’.  They use formal and informal assessments to plan or adjust their work with children.

Please click on the link below to learn more about the Assessment System Four Acres Academy use:

Assessment System.doc


Teachers may record informally, using a notebook or post-it notes. Formal evidence is collected in the form of written work and tests of different kinds.

Formal assessments are recorded on Bristol Tracker and Classroom Monitor, using programmes that help teachers to analyse the results, especially to see progress.

Early Years teachers use the Orbit programme on i-pads to record assessments and evidence in the form of photographs or recordings.  These are often shared with parents who are invited to add to the observations.


Children’s development and learning is a joint enterprise between teachers and parents or carers.  Parents can talk with teachers about their children at any time, informally or by appointment.  But there are regular moments when attainment and progress are formally reported and discussed.

Meetings with teachers in terms 4 and 6
Written reports in terms 4 and 6

Reports on pupil progress are produced to coincide with formal parent evenings. Teachers discuss with parents the progress and attainment of their children and give advice and guidance on how parents can help with learning at home.

Analysis of attainment and progress data is also reported to and discussed by the Teaching and Learning Committee and the Board of Directors of the Trust.

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