At Discovery Primary Academy, we use three main forms of assessment: in-school formative, in-school summative and national standardised summative assessments.

In-school formative assessments happen day-to-day and can include questioning, recap and review prior knowledge, activities to check pupil understanding and making learning visible (mini whiteboards).

In-school summative assessments can happen weekly or termly and can include tests in Reading, GPS (Grammar, Punctuation and Spelling) and Maths, phonic assessments, end of unit assessments and TTRS (Times Table Rock Star) baseline assessments.

National standardised summative assessments will be used to provide information on how children are performing in comparison to children nationally. They will provide parents with information on how the school is performing in comparison to schools nationally.

Teachers will have a clear understanding of national expectations and assess their own performance in the broader national context.

 There are many reasons why we use assessment at Discovery. For example:

• Teachers to respond accurately to the learning needs of each pupil and, with the contribution of support staff, give ongoing support to enable all pupils to make progress.
• Pupils to demonstrate what they know, understand and remember to do with their learning.
• Pupils have an active role in identifying their own learning needs and what their next steps are.
• To share with parents/careers so they can support their child’s learning.

Nationally Standardised Summative Assessments

Reception baseline assessment

The Reception Baseline Assessment (RBA) is a short, age‑appropriate assessment that all children complete within the first six weeks of starting Foundation.

The assessment helps teachers understand each child’s starting points in learning. It focuses on:

• Early mathematics
• Early literacy
• Communication and language

The RBA is statutory and has been in place since 2021.

What does the assessment involve?

The assessment is carried out one-to-one with a teacher and is designed to feel relaxed and familiar. Children may respond by:

• Talking with the teacher
• Using a touchscreen device
• Using practical resources, such as toy bears for maths questions

There is no preparation needed and children are supported throughout.

Why is it used?

The results are not shared with parents and are not used to judge individual children or schools. Instead, the Department for Education uses the information to measure pupils’ progress from Reception through to the end of Key Stage 2 (Year 6).

EYFS Profile

What is the EYFS Profile?

The Early Years Foundation Stage (EYFS) Profile is a national assessment completed at the end of the Foundation year, when children turn five. It helps teachers understand how children are developing and how ready they are for Year 1.

The assessment is based on everyday observations made by the teachers during learning and play. There are no tests involved.

What does it assess?

The EYFS Profile looks at the child’s development across seven areas of learning:

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Each area includes early learning goals that show what children are expected to achieve by the end of Foundation.

Phonics Screening Check

The Phonics Screening Check is a short, statutory assessment completed by children in Year 1 (ages 5–6). It takes place in June and helps check how well children can use phonics to read words.

The check is carried out one‑to‑one with a teacher and feels similar to a reading activity. There is no pressure, and children are encouraged to do their best.

What does it involve?

Children are asked to read 40 words:

• 20 real words
• 20 made-up (nonsense) words – sometimes shown with pictures of pretend creatures, so children know not to guess

The check usually takes 5–10 minutes.

What happens after?

Children who do not meet the expected standard (32/40) will receive extra support and will retake the check in Year 2. Results are shared with parents and help teachers plan further phonics teaching.

Year 4 Multiplication Check

The Multiplication Tables Check (MTC) is a national requirement for all Year 4 pupils and takes place in June each year. It helps schools check how well children know their times tables and identify anyone who may need extra support.

What does it involve?

The check is an online test completed in school. Children answer 25 questions on times tables from 2 to 12.

• Each question has 6 seconds to answer
• There is a short pause between questions
• The whole check lasts less than 5 minutes

Why do children take it?

It is used to see how confidently children can recall their times tables, so teachers can support them as they move into Upper Key Stage 2.

Children are reassured and encouraged to try their best; the check is kept as calm and positive as possible.

Year 6 SATs

End of Key Stage 2 (KS2) SATs are national curriculum assessments taken by Year 6 pupils in England (aged 10–11) to measure performance in core subjects at the end of primary school.

This year, the children in Year 6 will take their end of Key Stage 2 SATs in May 2026. These national tests assess progress in English and Maths and are based on the national curriculum.

Test Dates

• Monday 11 May – Grammar, Punctuation and Spelling
• Tuesday 12 May – Reading
• Wednesday 13 May – Maths (Arithmetic and Reasoning)
• Thursday 14 May – Maths (Reasoning)

How are SATs used?

The tests are set and marked externally. Results are combined with teacher assessments to give a full picture of the child’s attainment and are shared with parents.

SATs help secondary schools understand your child’s strengths and areas for development as they move into Year 7.