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Government response to primary assessment in England

This consultation sought views on a number of key proposals about the future of the statutory primary assessment system including:

  • Assessment in the early years.
  • The starting point for measuring the progress that pupils make at primary school.
  • Statutory end-of-key stage teacher assessment.
  • Proposals to ensure that we have a proportionate assessment system. 

After publishing the results, the government has committed to:

  1. Improve the Early Years Foundation Stage Profile by revising the Early Learning Goals to make them clearer and align them more closely with teaching in key stage 1, strengthen the way assessment information is passed on to Year 1 teachers; and review the guidance and moderation process to reduce administration burdens;
  2. improve school-level progress measures, and give schools credit for the education that they provide to their pupils in the reception year, year 1 and year 2, by introducing a statutory assessment in reception to replace the existing key stage 1 baseline;
  3. reduce workload and administration burdens on teachers by making end-of-key stage 1 assessments non-statutory in all-through primary schools, once the new reception baseline has become established.
  4. remove the statutory duty to report teacher assessment in reading and mathematics at the end of key stage 2 from the 2018 to 2019 academic year onwards, which will form part of our drive to bear down on unnecessary administrative burdens.
  5. improve the way that writing is assessed, so that teachers have more scope to use their professional judgment when assessing pupil performance;
  6. aid children’s fluency in mathematics through the introduction of a multiplication tables check, from the summer of 2020, to be administered to pupils at the end of year 4. 
  7. improve the statutory assessment of pupils working below the standard of national curriculum tests by extending the interim pre-key stage standards to cover all pupils engaged in subject specific learning.

Read the full report here.