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Formative assessment: Within our Trust, approaches to formative assessment are led by individual schools’ Teaching and Learning teams. The purpose of formative assessment is to check student understanding during lessons and to enable teaching that is responsive to the information gained from this. Formative assessment is part of the everyday experience of teaching and learning across the Trust.


Summative assessment: Within our Trust, schools conduct summative assessments in formal conditions, which are specifically designed to test cumulative knowledge of the curriculum. Our summative assessments will be carefully designed to ensure that they are fair, consistent, suitable for all abilities, robust and reliable.


At Key Stage 3:


Students in all years will undertake one (except in Mathematics) summative assessment for each curriculum area. These assessments will:

  • Take place at specific points as outlined by the Trust Assessment Calendar .
  • Be consistent across the Trust in English, Mathematics, Science, History, Geography and Modern Foreign Languages.
  • Be tiered; either standard or higher dependent of the prior ability and aptitude of each student.
  • Be cumulative in design covering both the year of study and preceding years.
  • Be aligned but not necessarily identical to GCSE examinations.


A nominated trust wide Senior Assessment Lead for each subject area will oversee the creation of annual assessments in consultation with an identified subject lead – who will liaise with others across the secondary schools. Careful consideration will be given to:

  • Setting the parameters and context of the assessments i.e content and proportional coverage.
  • Clarifying the process of consultation with other subject leaders across schools.
  • Identification of grade boundaries.
  • Quality assurance and communication.


For the academic year 2020/2021 students in Mathematics will undertake three PUMA (Progress in Understanding Mathematics Assessments) over the year. These assessments will:


Take place during specific windows as outlined by the Trust Assessment Calendar and will be centrally set by the Director of Mathematics.

  • Reading Tests will be administered at the start of each year (KS3) to identify students that are below their chronological age. Schools will be responsible for planning and delivering intervention to ensure that all students are meeting age appropriate expectations and can read and communicate fluently.
  • Following their introduction in 2018/2019, Continuum Pathways remain in place for students in KS3 who are working significantly below their age related expectations in English and/or Maths. Students on these pathways will be identified and assessed using the following format:
  • Initial baselining using; KS2 scores, primary transfer information, PIRA (Progress in Reading Assessment), GAPS (Progress in Grammar, Punctuality and Spelling Assessment) and PUMA (Progress in Understanding Mathematics Assessments) tests, set at ability levels.
  • Thereafter, staff will track students’ incremental steps of progress through banded national curriculum criteria noting the threads and aspects of each subject (English and/or Maths) so that gaps in students’ subject knowledge and skillset can be appropriately supported from their individual starting point. For students with special educational needs, additional assessments may be carried out to inform and review both targeted and specialist interventions.


At Key Stage 4:


Students in both years will undertake one summative assessment for each curriculum area. These will take the form of Pre-Public Examinations (PPE). These will:


  • Take place at specific points as outlined by the Trust Assessment Calendar; one in each year.
  • They will not be consistent but will cover the same proportional coverage of the qualification at the stage they are taken.
  • Will be cumulative in design covering both the year of study and preceding years; where appropriate.
  • Be aligned to GCSE examinations.


Click here to review our Assessment and Target Setting Rationale for 2020/2021