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Hillshott Infant School and Nursery

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Assessment is the process through which teachers gather evidence and information to inform their future planning and your child's next steps in their learning. This is an ongoing process from tweaking lessons in the moment to adapt to children's needs, planning lessons, planning topics and making a yearly plan. 


By making accurate assessments through a systematic whole school approach we can ensure that your child has tailored next steps and makes good progress. 


  • We make 'baseline' assessments on entry. We understand that joining a new class can be overwhelming for children so ensure we speak with their previous teacher/setting, We use the 'Leuven' scales to ensure they have high 'wellbeing' before assessing them and seek support from external agencies of the SENDCO if necessary. 
  • Each term we assess your child based on their achievements that term. We then share this information with you through parents evening. We will also discuss ways in which you can support your child at home and explain your child's next steps. 
  • Some year groups have Statatory Assessment Requirements. 
    • Reception - Children's attainment in the Early Learning Goals (1 - emerging, 2 - expected, 3 exceeding) This creates the EYFS profile which is then shared with parents in the end of year report. For more information speak to Mrs Pring (EYFS lead), Miss O'Shea (Reception class teacher) or Mrs Farr (Reception class teacher)
    • Year 1  - Children sit the 'Phonics Screening Check'. This is a list of 40 words that the children read. The results of this check are shared with parents in the end of year report. Any children who do not pass will do the check again in Year 2. For more information please speak to Miss Smythe (English and KS1 lead), Mr O'Halloran (Year 1 teacher) or Miss Wormouth (Year 1 teacher). 
    • Year 2 - Children's attainment in reading, writing, maths and science is assessed as either 'working towards the expected standard', 'working at the expected standard' or 'working at greater depth within the expected standard'. These assessments are made through the end of KS1 tests (SATs) and teacher assessment. For more information please speak to Miss Smythe (KS1 lead and Year 2 class teacher) or Mrs Anthony (Year 2 class teacher).  


Early Years Foundation Stage (EYFS)


In the Early Years we allow children time to settle into their new classes and routines and use the 'Leuven' scales to guide when we should assess the children. This is always done in the first half term and we ensure that your child is settled before assessing their levels against the 'Early Years Outcomes'. Assessments are completed through play and practical adult led activities.  


Children's learning and achievements are captured using the 'Tapestry' online learning journal app. Parents can view their journals and upload learning from home by downloading the app to their own phones or tablets. 

Children are assessed against the 7 areas of learning, these are split into two categories Prime and Specific. 

Prime areas of learning:

*Personal, Social and Emotional Development

*Communication and Language

*Physical Development





*Expressive art and design

*Understanding of the World


For each of these areas, the children are assessed against ‘age related bands’, which provide a standardised set of criteria for what a child might be able to do at different points during their early years. For each area, accurate judgements will be made as to whether the children are entering a particular age band, working within it (developing) or secure with all aspects. These assessments are then used to inform the planning so that teaching can be carefully matched to the children’s abilities and needs.


Key Stage 1


From September 2014, children are assessed in relation to the expectations for their age. For every child we carefully consider whether they are working at their age related expectations (ARE), slightly/ significantly below or slightly/ significantly above. By regularly monitoring and tracking children’s progress, we ensure that anyone needing additional support is quickly identified so that interventions can be put into place, enabling children to meet or exceed their targets.