How to review your assessment policy

Key points to look out for 

Schools have been free to develop their own approaches to assessment since the National Curriculum levels were removed in 2014.

This policy isn't statutory, so its contents will vary depending on your school's approach and context. We've suggested what might be included in an assessment policy, based on:

• The recommendations in the final report of the Commission on Assessment without Levels
• Statutory reporting requirements set out in the Education (Pupil Information) (England) Regulations 2005

This article is not meant as a guide for writing a policy, since that’s your senior leaders’ job, and you don't need to cross-check your school's policy with the above guidance or legislation. Instead, use this article to give you a sense of what to look for when reviewing your policy.

Aims and objectives

What the policy aims to do, such as:

• Provide clear guidelines on the approach to formative and summative assessment
• Establish a consistent and coherent approach to recording summative assessment outcomes and reporting to parents
• Clearly set out how and when assessment practice will be monitored and evaluated

Principles of assessment 

An explanation of your school's/trust's approach to assessment. It'll be personalised for your own approach, and could take into consideration:

• How different types of assessment are distinguished from one another, and what their aims and purposes are
• How the school/trust can achieve its assessment aims without adding unnecessary work for teachers
• How the school/trust makes sure assessment is for all pupils

Assessment approaches

Different approaches to assessment methods, such as:

• In-school formative assessment
• In-school summative assessment
• Nationally standardised summative assessment

Collecting and using data

An outline of when it's necessary for your school/trust to record assessment data, how it will be collected and used, and who it will be shared with. 

Reporting to parents

How assessment data will be reported to parents – for example, through annual reports, parents’ evenings, and/or access to an online assessment system.

Maintained schools have certain information that must be included in annual reports to parents, which might be listed in your policy. 

Academies should check their funding agreements for full details of what they must include. If the funding agreement says that the academy must cover the same points as maintained schools, then the requirements also apply.

Inclusion

How the school/trust makes sure the principles of assessment apply to all pupils.

Training

How teachers will be kept up to date with developments in assessment practice, and how they will be able to develop and improve their practice on a regular basis.

3 key questions to challenge the policy 

You need to ask challenging questions of senior leaders when the policy comes to you for approval, so you can be sure that the policy-reviewing process was robust. 

1. How did the school decide on its approach to assessment?

Senior leaders should be able to demonstrate how and why they decided on their approach. For example, they might explain how they have:

• Clearly defined each assessment method, and know how they're fit for purpose (page 18 of the final report of the Commission on Assessment without Levels says effective assessment will be clearly tied to its purpose)
• Made sure their assessment methods won't add any unnecessary workload to teachers 
• Used best practice from other schools/trusts to help shape their own approach

2. How do we know staff are aware of this policy, and that it's implemented effectively? 

Your senior leaders should be able to demonstrate how they make sure staff understand the policy and apply it consistently. For example, they could use staff surveys or questionnaires as evidence, or show that different assessment methods are used correctly and effectively. 

They should also explain how staff are given opportunities to develop in this area, for example, by:

• Receiving training to develop and improve their practice
• Keeping on top of best practice and any developments 

3. How do we consider different pupil groups in this policy? 

Your senior leaders' assessment approach should be inclusive of all abilities, and they should be able to explain how they've made sure this is the case. Senior leaders can show evidence of how they:

• Consider how pupils with special educational needs and disabilities (SEND) access assessment, and where these pupils need support (such as adapting assessments where necessary)
• Have high expectations of all pupils (but also account for the amount of effort a pupil puts in, as well as the outcomes achieved)
• Use assessment to contribute to the early and accurate identification of pupils’ SEND and any requirements for support and intervention
• Consider progress relative to pupil starting points, and take this into account alongside the nature of pupils’ learning difficulties

Model policy from our sister service The Key Leaders

This model document is not meant as a guide for writing or updating your policy, since that's your senior leaders' job. Instead, use it to give you a sense of what a good policy looks like.

It has been approved by Forbes Solicitors and is designed for your senior leaders to adapt to suit your school’s context. 

Model policy: assessment

Please note: this model policy has been made for maintained schools and academies. If you're in a different type of setting – for example, a pupil referral unit or non-maintained special school – your senior leaders may need to adapt it to meet any requirements or considerations specific to your context.

Example policies from primary schools

Maintained schools

• Ranvilles Infant School, Hampshire
• Elmhurst Primary School, Newham
• St Luke's Church of England Primary School, Hampshire

Academies

• Shaw Primary Academy, Thurrock - see the 'Shaw Primary Academy assessment principle and practice'
• Two Mile Ash School, Milton Keynes

Special school

• Hatton School and Special Needs Centre, Redbridge 

Example policies from secondary schools

Maintained school 

• Our Lady's Catholic High School, Lancashire (see the first policy in the list)

Academies

• Chorlton High School, Manchester
• Woodbook Vale School, Leicestershire

Special school 

• Eresby special school in Lincolnshire is part of the David Ross Education Trust, which has a trust-wide primary assessment and reporting policy (scroll down to about halfway through the 'trust policies' list)

Trust-wide policy examples

3-school trust

Discovery Multi Academy Trust has a trust-wide 'Assessment feedback recording and reporting policy'. It says the aim of the policy is to develop "effective, efficient and consistent methods" to monitor progress, and use this to inform decisions about future curriculum developments.

Download it from the policies page, under the 'Education and pupil welfare policies' section at the top. 

9-school trust

Horizon Multi Academy Trust has an assessment policy that explains how schools will collect and use assessment data, and how moderation works.

Download it from the policies page.

11-school trust

Nexus Multi Academy Trust has an assessment policy that explains its assessment approaches and the guiding principles that it expects all academies to follow.

Download it under the 'Teaching and Learning' section.