Harold Court Primary School

  • "It was nice to come in and view all of the different years' work" Mrs Fox
  • "Open Evening is great. It's lovely to see how my daughter is improving" Mrs Rummell
  • "Very good. The classroom is great. He's working hard and enjoying it!" Mrs Allen
  • "Lots of fun for parents and children... a very interesting session" Mrs Brown
  • "A nice opportunity to see how all of the children listen/interact and behave as a class. Well done!" Mrs Foster
  • "Very eye opening- would come again" Mrs Duncan
  • "Useful to get feedback and updates on the reward system and parent questionnaire" Mrs Pottinger
  • "I have been shown some great methods that I understand" Mrs Kneller
  • "I have learned different methods that I never knew existed" Mr Muthaka
  • "It was lovely to see my daughter so happy about showing me what she does in Maths" Mrs Fair
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Our assessment procedures

Children are formally assessed at key points across the primary phase these are;

Foundation stage - those who are making developing, expected or exceeding judgements in the prime areas of the curriculum

End of Year 1 - with their phonics understanding

End of Key Stage 1 (Year 2)  in Reading, Writing, Maths and Science- these levels are Teacher assessed.

Finally at the End of Key Stage 2 (Year 6) in Reading, Writing, Maths and Science. Tests are statutory for children in Reading, Spelling, Punctuation and Grammar as well as in Maths.

Assessment from 2016

A guide to how we assess ATTAINMENT AND PROGRESS

Our assessment procedures and policy can be found here

The government has removed National Curriculum Levels for describing pupils’ attainment.

The school decided to invest in the Symphony Assessment Package that helps to benchmark all subjects within the National Curriculum.  From September 2016 we have moved from this formal package to our own version and system – with the same name we are able to monitor carefully skill accomplishment and whether or not our learner are on ‘track’ for end of Key stage. For reading, writing and mathematics, children work towards end of year expectations where the end of Year 1 is defined as 1S (secure) or 1M (mastered) and the end of Year 2 is Grade 2S (secure) or 2M (Mastered) etc up to Year 6 being Grade 6S (secure) or as per interim assessments have shown - GREATER DEPTH. In each year (these correspond, loosely, to termly progress). A loose guide to expected attainment points each term can be seen below;

Year group




Year 1

1E 1.2

1D 1.4

1S 1.6

Year 2

2E 2.2

2D 2.4

2S 2.6

Year 3

3E 3.2

3D 3.4

3S 3.6

Year 4

4E 4.2

4D 4.4

4S 4.6

Year 5

5E 5.2

5D 5.4

5S 5.6

Year 6

6E 6.2

6D 6.4

6S 6.6

It is expected that children will move three defined steps through an academic year. In terms of progress that is 2 steps and 6 decimal points over an academic year – Emerging to developing = 1(0.2), developing to secure = 1 (0.4). Children working at greater depth will make .1 additional progress. (+0.3)

A rough guide to termly expectations




Term 1

Term 2

Term 3

(end of year expectation)

Year 1

1E (1.2)

1D (1.4)

1S (1.6)

Year 2

2E (2.2)

2D (2.4)

2S (2.6)

Year 3

3E (3.2)

3D (3.4)

3S (3.6)

Year 4

4E (4.2)

4D (4.4)

4S (4.6)

Year 5

5E (5.2)

5D (5.4)

5S (5.6)

Year 6

6E (6.2)

6D (6.4)

6S (6.6)

                    EMERGING           DEVELOPING                     SECURE

Research has shown that the expectations are slightly above old National Curriculum expectations in Key Stage 1 (about 1 term ahead) but that by the time children reach the end of Year 6, the new NC is almost 2 years ahead. This does imply that it is now far more difficult for children to reach the expected standard by the end of Y6 but that it’s a great opportunity for us all to raise expectations.

In the non-core subjects and science, teachers assess pupils at either emerging, expected or exceeding age related expectations

From 2016 we have introduced a decimal tracking system - whereby teachers will assess children to be working at 'emerging' in the autumn term but reviewing our systems last year and feedback from parents led us to ask - how much defined progress are our children making, where within emerging are they working? Therefore as you will see from our procedures each 'element' emerging, developing, secure, mastery has a decimal representation with % of skills acquired in order to be awarded the decimal score. We are confident this will assist everyone, teachers, parents and most importantly our children in identifying where they are working and what to do next to succeed.

To find out more about our assessment procedures and key changes to assessment from 2014, please read our information booklet, which can be found here: Harold Court Symphony Assessment; hard copies are available in the school reception.

Please click on the link below for our comparative reports over the years.

Key stage 1 and Key stage 2 comparative results - Teacher assessments and Test results KS2