Assessment Approach
Here at Nonsuch, we view assessment as an integral part of effective teaching and learning. It is inextricably linked to our curriculum and underpins our approach to ensuring that all pupils make strong progress from their individual starting points. Assessment is used not merely to measure attainment, but to inform teaching, identify next steps, and support every pupil in achieving their full potential.
We use three broad and complementary forms of assessment:
- Day-to-day formative assessment – Ongoing assessment within lessons enables teachers to check pupils’ understanding, identify misconceptions, and adapt teaching accordingly. This ensures that learning is responsive and that pupils are supported or challenged as appropriate.
- In-school summative assessment – Regular, planned assessments provide reliable information on pupils’ attainment and progress over time. This data is used to inform curriculum planning, targeted interventions, and discussions with pupils and parents about achievement.
- Nationally standardised summative assessment – These assessments provide an external benchmark for pupil performance, allowing the school to evaluate outcomes against national expectations and ensure that our curriculum remains ambitious and effective.
Assessment at Nonsuch is purposeful, consistent and used to drive improvement. It supports teachers in making accurate judgments, leaders in evaluating the impact of the curriculum, and pupils in understanding how to improve their learning.
Summative Assessments
| Reception | Reception Baseline NELI |
| Year 1 | NFER Maths and Reading assessments Phonics Screening Check |
| Year 2 | SATs |
| Year 3 | NFER Maths, Reading and SPaG assessments |
| Year 4 | NFER Maths, Reading and SPaG assessments Multiplication Times table Check (MTC) |
| Year 5 | NFER Maths, Reading and SPaG assessments |
| Year 6 | SATs |