Learning
How We Assess, and What Our Results Show
Small classes only matter if teachers use them. Ours do: with no more than 15 children in a class, assessment at Daffodil is constant, personal and shared with you on a fixed rhythm. Nothing waits for a summer report card.
The Assessment Rhythm
- Weekly: quizzes in literacy and numeracy, so every step is checked before the next is built on it.
- Monthly: internal assessments tracking progress across subjects.
- Termly: fuller assessments and progress reviews, including termly Qur'an assessments on our hifdh pathway.
- One-to-one: regular individual reading assessments, so we hear every child read and know precisely where their reading is.
Alongside our internal rhythm, pupils sit all standardised national assessments: the phonics screening check (the Year 1 reading check taken across England), and Key Stage 1 and Key Stage 2 SATs (the national tests in English and maths, with KS2 SATs taken in Year 6).
You hear about it every half term
Every half term, you meet your child's teachers. This is not a queue on one crowded evening a year. It is a scheduled conversation, six times a year, covering academic progress and Qur'an progress together. If something needs attention, you'll know within weeks, not months, and you'll know what we're doing about it.
Our Most Recent Results
In our most recent Key Stage 2 SATs, every pupil achieved the highest band in maths and English.
What "the highest band" means, honestly
SATs results can be opaque, so here is the plain version. In Key Stage 2 SATs, each child's marks are converted to a scaled score between 80 and 120. A score of 100 or more means the child has met the expected standard for the end of primary school. A score of 110 or more is what the Department for Education calls achieving the higher standard, the top band. That higher standard is the band every one of our pupils reached in maths and English in our most recent Key Stage 2 SATs.
We publish this as a fact, not a promise about any individual child. Cohorts differ, and children are not statistics. But it tells you what this school's combination of small classes, constant assessment and high expectations can produce.
Results Are the By-product. The System Is the Point.
Assessment here isn't about generating numbers; it's about what the numbers change:
If your child has special educational needs, assessment works the same honest way: understanding where a child is, never a pass-or-fail gate. Read more on our SEND page.
Teaching adjusts weekly. If a quiz shows a concept hasn't landed, it is retaught that week (to the class, a group or one child), not discovered in May.
Reading support is individual. One-to-one reading assessments mean a child who needs stretching gets it, and a child who is struggling is caught early.
Parents are partners. Half-termly meetings mean you can reinforce at home exactly what we're working on at school.
No child hides in a class of 15. Quiet coasting and quiet struggling are both visible.
Preparing for What Comes Next
Year 6 is a transfer year, and we treat it that way from long before Year 6. All pupils have verbal and non-verbal reasoning lessons covering word logic, pattern and spatial problems, the skill set that 11+ and secondary-transfer assessments test. By the time those assessments arrive, the format is familiar ground.
Ask Us the Hard Questions in Person
Numbers are a starting point. Come and see the classrooms the numbers come from, and ask the headteacher, who hosts every visit, anything you like about how we assess and report.
Ask us anything: we reply within 24 hours · Call 020 4539 9737