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At East Stour Primary School we use assessment in an ongoing way, modifying teaching to improve our children's performance and attainment. We use two main forms of assessment: formative and summative. 

  • Assessment for learning (formative assessment) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are and where they need to go and how best to get there. We are working alongside the Education Endowment Foundation (EEF) on a long-term whole school project named "Embedding Formative Assessment" aiming to improve pupil outcomes further and build on existing secure evidence that formative assessment improves students’ learning. Formative assessment is our priority form of assessment at East Stour. 
  • Assessment of learning (summative assessment) provides a summary of what has been learned in regard to both attainment and achievement at a specific point in time. At East Stour, we assess children summatively three times a year. Children are assessed against a Stage (for example Stage 1 for Year 1) which is then broken down into Working Towards, Expected and Exceeding. Furthermore, 3 times a year summative data is inputted using an assessment system called Arbor allowing us to effectively assess progress and attainment of individuals and groups of pupils (E.g. Pupil premium, ethnicity, SEN) . We also track our curriculum coverage and achievement from pupils using Arbor. Class teachers can then identify where gaps lie with precision using our tracking system (Arbor) and use this to inform future planning. 

The range of approaches to assessment include observing, marking, self-assessment, peer assessment, group discussion, child discussion, questioning (using Bloom's Taxonomy) and group or individual tasks or tests.

We hold Pupil Progress Reviews three times a year for individuals, groups and classes with the Phase Leaders and Senior Leadership Team. These meetings highlight children causing concern for attainment or progress and also those attaining higher than expected or making accelerated progress; support actions or intervention groups are then set up to either diminish the difference between certain groups or boost higher achievers. The SENCO also attends these meetings and specifically supports children on the register at SEN School Support, Statements or Educational Healthcare Plans as well as identifying children who may require further monitoring or support from our SEN team. 

The System facilitates sharing these targets with parents so that children can be helped to achieve even more quickly. Children know exactly what they need to learn in order to make progress. 


Key Stage 1 & 2 SATs

Standard Assessment takes place at the end of Year 2 and Year 6.

Key Stage 1 SATs

Each child is teacher assessed in Reading, Writing (including spelling and handwriting) and Mathematics. The child’s class teacher will set tasks to judge the level of ability your child is considered to be.

Key Stage 2 SATs

These take place in May. Pupils are externally assessed in Mathematics, Reading, Spelling/Punctuation/Grammar and teacher assessed in Writing.

Results of the latest tests can be found under the sub-section Ofsted and results.


Reception baseline assessment

Schools must complete the reception baseline assessment for each child in the first 6 weeks after they enter reception

Year 4 Multiplication tables check

Schools should administer the multiplication tables check within the 3-week period from Monday 6 June 2022.