'Expectations' above, the ambitious target is set to bridge the gap. Evidence for meeting these targets is the Objective Records assessment, backed up by PiRA and PUMA tests. * From a low outcome a number of years ago, GLD scores have shown a significantly rising trend, but, reflecting our very low attainment on entry, FSP scores are still a little lower than other Birmingham schools and schools nationally. At this point there remains an expectation that GLD will rise each year (reflected in Foundation Stage Action Plan), but this can be tempered at pupil progress meetings after baseline and half termly assessments are completed.

Summative Assessment EYFS - Children in Reception are observed closely in their first weeks in school and a baseline EYFS - Children in Reception are observed closely in their first weeks in school and a baseline assessment is made of their attainment on entry against the Development Matters age bands. As we are a Catholic school, the children are also given an RE baseline assessment. From ongoing observation there is then a half-termly summary of progress against Development Matters bands, and this is tracked for individuals, classes and cohort to determine who are on track, making better progress than expected or needing additional support. At the end of the year, the Foundation Stage Profile is completed for each child where levels of attainment of each of the Early Learning Goals are recorded as 1,2 or 3. This also yields a school level measure, both of an average score and a percentage of pupils achieving a Good Level of Development. Judgements are moderated across both classes in Reception, involving all Reception staff, as well as cluster wide moderation (12 Caritas schools) and Local Authority moderation. Phonics in Reception is assessed at the conclusion of the teaching of each phase, leading to grouping the children for phonics teaching in the Spring term.

PiRA and PUMA and PUMA - Tests are administered in years 1 -6 shortly before the end of each term. Scores are age standardised and therefore maintaining the same score is indicative of good progress though those achieving scores of <100 are expected to improve to be 100 or more (notwithstanding barriers to learning as stated above). Children achieving 100+ are targeted to get to 110+, demonstrating more evidence of working at greater depth within the age-related expectation (ARE). Children in the range 95-99 are discussed in pupil progress meetings with the expectation that they should be targeted to achieve 100+ by end of academic year. For Reading, the PiRA test also generates a reading age which is recorded termly. NB - the validity and consistency of the test materials from term to term is occasionally open to question, as well as the match between curriculum coverage and test question types. For example, it is widely accepted that the Year 1 PiRA Reading test is easier than other years - making it difficult to demonstrate progress in Year 2. Hence, there can be anomalous results, but trends over time are worth noting.

Objective records records - Milestones are set for reading, writing and maths for each year group for attainment at Christmas, Easter and Summer - with below ARE, ARE and Greater Depth within ARE numerically based on, but higher than, the end of KS2 standardisation for proportion of test marks for ARE. Children can score 0, 1, 2 or 3 for each objective (no evidence, some evidence, mastered at ARE or working at greater depth within ARE). By scoring a range of attainment within each objective, progress can be shown over time before a child has mastered the objective at age-related level. For Reading, Writing and Maths, certain objectives are identified as 'non - negotiable', and these must be mastered, regardless of score, before a child can be described as secure within the year group curriculum.

Writing - there is a half-termly summative writing assessment for all children in Years 1 to 6. This is of a particular type of writing and is linked directly to planning (genre plans) - where objectives for writing and other cross-curricular areas are planned to be covered in a unit. The assessed piece cannot be 'scored' or prove age related attainment, but is an indicator of age -related attainment