GSO Test


Teachers plan the work of the school yearly, weekly and daily. 

Learning is measured under 2 categories- Progress and Attainment.

Progress is defined as knowing more and remembering more and learning is the process of change in long term memory.

Attainment is what is achieved  against specific assessment criteria.

Our curriculum is chunked and sequenced through careful planning and design. We consider that our children learn well because they revisit ideas in learning that become progressively more complex.


Attainment is based on the Age Related Expectations (A.R.E.) for children as outlined within the National Curriculum.  These are statutory outcomes  for Year 2, 4 and 6 and advised outcomes for Year 1, 3 and 5.  Children must achieve the A.R.E. for each year group before becoming secure in their learning and to have met expected standards.  This supports our learners in being ready for the next stages in their learning.

Assessing against the Age Related Expectations helps us to know what a child has and has not learned and therefore areas we need to work on to support learning.

Teachers are constantly assessing as they ask questions in lessons and look at work in progress.  We value this style of assessment during lessons and in marking work as it supports the next steps in children’s learning. 

These principles apply to learning in the Early Years foundation Stage where language development and vocabulary are the main focus.

At key times in the year we will also use published test materials to support teacher assessment.

We describe attainment as:

  • GD Greater Depth
  • WA Working At Expected Standard
  • WT Working Towards Expected Standard
  • WB working Below Expected Standard


Ofsted define progress as  "knowing more and remembering more."

Children make good progress using our learning approach as is evidenced by our pupil achievement/assessment data year on year, the work they do in books, conversations with learners and their attitude to learning.

At St Paul's, pupils progressing through the intended curriculum are described as making good progress.

Progress is measured year on year, and at key assessment points- from the end of KS1 to the end of KS2.  This is done via a national formula and assessments.

These principles apply to learning in the Early Years foundation Stage where language development and vocabulary are the main focus.

Moderation and validation

National assessment takes place for several year groups. At the ages of 7 (Year 2) and 11 (Year 6) the children do Standard Assessment Tests (SATs) during the summer term.  Reception children are assessed against the new Reception baseline and Early Learning Goals.  Children in Year 1 are assessed against the standards for phonics.  Children in Year 4 are assessed for Math's times tables.

Internally the school moderates work in English and Maths as a staff team to support teacher assessment and secure agreement against standards of work.

Externally the school works with external partners and other schools to moderate work to ensure we are applying the A.R.E fairly and accurately against the views of others from outside the school, either as peer support or professional development and school evaluation.


Guides to support writing at home

Year 1, Year 2, Year 3, Year 4, Year 5, Year 6

Written Calculation Policy 

Mental Maths yearly expectations

Expectations for the end of the year:

Year 1, Year 2, Year 3, Year 4, Year 5, Year 6