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Assessment and Reporting


Assessment, Recording, Reporting and Tracking at DBS Wakra

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

Assessment is an integral part of the learning process for every student. It is crucial that we all fully understand the nature and purpose of assessment and how accurate and effective assessment can support learning. As we are a British curriculum school, our programmes of study and assessment methods are defined by the National Curriculum of England and Wales and the relevant assessments.

From September 2014, the Government introduced a New National Curriculum which is taught here at DBS Wakra Primary and in light of these changes, we have a new assessment curriculum.

Assessment should make children successful learners by identifying their stage of development and achievement (academic, social, creative and spiritual) and developing their skills in order for them to achieve their maximum potential. It is a progressive process which, by the collection of holistic evidence (both individual and comparative), assists us in our planning so that each child is equipped with the skills, attitudes and abilities to succeed in this challenging world.

To make our assessments we:

  • Use Assessment for learning, including tasks, tests and questioning
  • Use Learning Walls to clearly show how children can move forward their own learning and celebrate success
  • Set Clear targets in conjunction with the pupil
  • Use objective forms and success criteria at start of an individual piece of work or topic or genre so that pupil’s know what is expected in a piece of work
  • Use a clear system for giving feedback through marking so that pupils are clear about their next steps
  • We encourage peer assessment and self-assessment, so that they can become reflective and self-managing

Assessment for Learning

Can assessment raise standards? Recent research has shown that the answer to this question is an unequivocal ‘yes’.

Assessment is one of the most powerful educational tools for promoting effective learning. But it must be used in the right way. There is no evidence that increasing the amount of testing will enhance learning. Instead, our focus is on helping teachers use assessment, as part of teaching and learning in ways that will raise pupils’ achievement.

The research tells us that successful learning occurs when learners have ownership of their learning; when they understand the goals they are aiming for; when, crucially, they are motivated and have the skills to achieve success. Not only are these essential features of effective day-to-day learning in the classroom, they are key ingredients of successful lifelong learning.

Research shows that improving learning through assessment depends on five key features:

  • effective feedback;
  • active involvement of pupils in their own learning;
  • flexible teaching to take account of assessment information;
  • an understanding of the profound influence assessment has on self-esteem and motivation of pupils; and
  • the need for pupils to be able to assess themselves and know how to improve.

Our assessment now includes:

  • A selection of assessment tools, formative and summative, to assess what progress the children have made in the academic year and their next steps.
  • Our summative assessments include externally administered standardised assessments
  • A tracking system to show the % of children on track and the progress a child has made over time
  • A tracking system to show the % of objectives an individual child has successfully met in maths, guided reading and writing.

Reporting to Parents

Our reporting system is designed to raise the attainment of our pupils and students. It is a proactive strategy that is not designed to simply inform parents about progress throughout the period but is also intended to:

  • motivate pupils to achieve better results
  • enable teachers to associate their teaching and assessment of learning more closely with National Curriculum objectives and standards
  • enable the school to monitor and track pupil progress and to intervene if underachievement is identified


  • Parents receive three written reports a year. In the reports the teacher will refer to the progress a child has made and if they are at the expected level for a child of their age
  • The teacher will comment on behaviour, attitude and effort

Our assessment, recording, tracking and reporting procedures ensure that parents, teachers, pupils and management are focused on the acknowledgement of effort, progress and attainment and on the impact that this focus can have on raising attainment at all levels.

Standardised Assessments

All students entering DBS Wakra will complete standardized assessments as a bench mark for progress. These depending on the year group may include Phonics screening check, Reading test, English and Mathematics.

Standardised Assessments take place at the end of each year in Year 1 to 6. The tests establish the Standard age score (SAS), stanine and National percentile rank that each child has reached. Within Year 1 to 6 the children are tested on their ability in the following:

  • Phonics
  • Reading Comprehension and reading age
  • Grammar, Punctuation and Spelling
  • Writing
  • Mathematics,
  • Mental Mathematics.