and, with other writing assessments over the year, provides strong evidence of attainment over time towards the year group expectations.

Phonics Screening Check Screening Check - Children are taught phonics in Reception, Year 1 and as required in Year 2 following the Letters and Sounds programme. From Christmas in Year 1, there is a half termly assessment based on the phonics screening check and intervention is provided if required to help those children capable of achieving the standard to do so. The same approach is taken in Year 2 for those who did not meet the standard.

End of KS1 of KS1 - SATs tests in Reading and Maths help inform the teachers' judgement as to whether children are below (with a number of possible outcomes), at or above age-related level in Reading, Writing, Mathematics and Science. Teachers' judgements are subject to internal modera tion, moderation at a local level across our Caritas Christi group of 12 local Catholic primary schools and Local Authority moderation.

End of KS2 of KS2 - Teacher assessment, subject to the same moderation as Key Stage 1, is provided for Reading, Writing, Mathematics and Science by the end of June in Year 6. Additionally, children take externally marked SATs tests in May of Year 6 in Reading, Maths and Grammar, Punctuation and Spelling.

Additional Summative Assessment Summative Assessment - At the end of each term, teachers are required to hand in assessment folders. As well as the objective records and PUMA and PiRA scores, these also include RAG rated (Red, Amber, Green) assessment of RE, Science and Theme (Foundation subjects). PE is assessed by a benchmark check at the start of a teaching sequence and an observation assessment at the conclusion of the unit.

## Formative assessment

Self-assessment - Children in all classes from Year 1 to Year 6 are involved in ongoing dynamic self- assessment throughout the course of each lesson. Once a lesson objective has been introduced, children assess their understanding/attainment and feedback to their teacher using 'cups' - displaying either red, orange or green, to show they either need further input, can work independently or have already mastered the skills or knowledge involved. If their assessment is shown to be accurate (by teacher questioning), support or next steps can be given immediately. During the course of the lesson, teachers will ask children for a 'cup check' to gain and use further assessment information. At the end of a lesson, children give a reflective self-assessment on their work. This can be a simple RAG rating, or can be a more detailed reflective comment. At intervals outlined in the Marking Policy, children also complete a peer assessment proforma, reflecting on whether another child has met the success criteria for the activity. Teacher Assessment - Teachers use questioning and observation throughout lessons to assess attainment and progress. This enables them to give ongoing verbal feedback which can support, address misconceptions or further challenge children. In reception, these observations are recorded on'2Simple' , where they are also RAG rated. Reception staff also highlight achievement on the Development Matters bands as part of their daily assessment. In line with the marking policy, teachers mark all work using a system of highlighting and also provide 'gap tasks' for a number of children each day. These are used to address misconceptions,