25 April 2018
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2015-16 and 2016-17 School Data

Click on the link for information on the whole school and disadvantaged groups data for 2015-16 compared to national and Kent data.
Click on the link for the unvalidated whole school data for 2016-17 compared to national and Kent data.

In November 2017 we received a letter of congratulations from the Rt Hon Nick Gibb for our phonics results. Please see this link.

Please visit
for the school and college performance tables.

A parent's guide to assessments and reports

Assessing within the National Curriculum

A new National Curriculum was introduced in 2014. It has more content than the previous curriculum, and is pitched higher, with increasing demands on children to achieve more and in greater depth. It also sets out Age Related Expectations (ARE) for each year group, and says that all pupils should be judged against them.
To do this, there is government mandated testing at defined stages in primary school to allow pupils’ attainment and progress to be monitored (and schools’ performance to be assessed). In addition, the government expects all schools to assess and record pupils’ attainment and progress using the new Age Related Expectations at all other stages of primary school.

Statutory Testing Years 1-6

In Years 2 and 6, the children are required to take statutory assessments known as the SATs. The tests are administered by the school, with children assessed in reading, writing, GPS and mathematics, and reported as a scaled score.

Year 1 are assessed in their synthetic phonic knowledge at the end of the year.

At Claremont, teachers meet regularly to ‘moderate’ assessments, sharing their understanding. We also meet with teachers from other schools to check that our judgements are similar. All schools also have external moderation from the Local Authority to verify judgements.

Internal Assessment at Claremont

At Claremont, we have always monitored the pupils’ progress throughout their time in school. This internal assessment is vital for teachers to monitor the progress of pupils and identify individuals’ strengths and weaknesses. It also enables us to provide parents with clear information about their child's achievement and progress.

The National Curriculum changes have meant the internal assessment and recording by schools has had to change, and government guidance is that schools use their own methods.

At various points in the year, teachers will assess all children, and make a judgement as how they are learning and progressing in relation to the Age Related Expectations – what they are ‘On Track’ to achieve at the end of the year.

In Terms 2, 4 and 6, teachers will use a variety of strategies to review pupil achievement against the ARE objectives for the school year. To reach an overall judgement in Terms 2, 4 and 6, teachers will use a combination of independent work in class and periodic assessments.

This process will allow teachers to identify what each child needs specifically to help him or her progress and provides the basis for reporting to parents.
It should be noted that these assessments are kept very low-key to minimise pressure and stress.

Reporting to Parents in Terms 2 and 4

Parents will be invited to meet with the class teacher in Terms 2 and 4 to discuss how their child is progressing and for the teacher to outline any concerns and ways forward. Parents will receive an Interim Report in Term 2 and again in Term 4, just before the consultations, to inform the discussions.


The progress of children in the EYFS is individually tracked using the Development Matters age bands of the Early Years Foundation Stage Curriculum. By the end of their Reception year in school, it is expected that they achieve the ‘Early Learning Goals’ (ELG), which the EYFS Curriculum defines.

At the beginning of the year, a ‘baseline’ assessment is made of everything the children in reception can do, so teachers know what they need to learn next. Children are then tracked in all areas of learning through careful observation of what they can do; how they interact with others; how they explain what they know; and what they write down. A learning journey document is kept of their development through the year and this record is part of the ongoing assessment. (The learning journey is given to parents at the end of the year.)
The report will indicate whether the individual children are:

  • Not On Track to achieve the ELGs at the end of the year
  • On Track to achieve the ELGs at the end of the year
  • On Track to exceed the ELGs at the end of the year
in the areas of reading, writing and number.

Key Stages 1 and 2

The Interim Reports will inform parents of their child’s ‘Attainment’ and ‘Attitude towards Learning’. We will use the Attainment Indicators ‘On Track for…’ to indicate what the teacher thinks will be the likely standard of attainment at the end of the year, if the child continues with the same effort and engagement with learning.

The report will indicate the teacher’s judgement as to whether a child is currently

  • Not On Track for Age Related Expectations at the end of the year
  • On Track for Age Related Expectations at the end of the year
  • On Track for Above Age Related Expectations at the end of the year

in the areas of Writing, Reading, GPS (Grammar, Punctuation and Spelling) and Maths. In Year 1, teachers will share information about phonics instead of GPS. We also report whether a child is On Track for ARE in Science in the Spring Interim report (please note, the government does not require schools to report Above ARE in Science in Years 2 and 6 and we follow this for all year groups).

Reporting to Parents in Term 6

In Term 6 parents receive a Final Report, which outlines their child’s strengths and ways forward, as well as clearly explaining the progress made since the previous summer, and the standard reached relative to the ARE for that year.

All statutory assessment information (for Years 1, 2 and 6) is reported to parents at the same time but separately from the internal assessments.

At the end of the Reception year, the EYFS Profile for each child is completed, as is statutorily required. This details everything that your child has learned and is able to do in all seventeen areas of learning in the Early Years. It is reported to parents in July, and states where each child is in relation to Age Related Expectations, as defined in the ELGs.

Jargon Buster for the Reports

Below is an explanation of the terminology used in the Final Reports at the end of the school year.

Attainment Indicator -
Below ARE / ELG
This means your child shows signs of working towards the expected standard for their year group, but does not have the full understanding or knowledge in this subject.

This means your child is working at the level expected for his/her age, and has a good, secure understanding of the knowledge and skills required for the subject in the year group.

Above ARE / ELG
This means your child is secure in all of the objectives for the year, has a deep and thorough understanding of the subject and can apply his/her skills in a range of
different contexts.

Jargon Buster for Assessment and Reporting

ARE: Age Related Expectations
Assessment: A judgement made about a child's understanding
Attainment: The final assessment made of a child's learning up to that point
ELG: Early Learning Goal, assessed at the end of Reception
EYFS: Early Years Foundation Stage, which is the pre-school to Reception curriculum
GPS: Stands for Grammar, Punctuation and Spelling and we often refer to it as SPaG.
Progress: The difference from the previous assessment to the current assessment
SATs: Formal tests issued by the Government at set points in the National Curriculum (Standard Assessment Tests)
Year group expectations: The key objectives a child should have securely acquired by the end of the year



Congratulations to all our pupils for being above national and Kent data in all subject areas and year groups!
Please see the link for a letter of congratulations from Rt Hon Nick Gibb MP

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