2024/25 Academic Year

Reception Baseline Assessment

Schools must complete the Reception Baseline Assessment for each child in the first 6 weeks after they enter Reception.

Please see below information about how you can support your child at home if they are in Reception, as well as about the Reception Baseline Assessment.

Reception - End of Year

At the end of the year in Reception, the children are assessed in the 7 areas of the curriculum, as well as an overall assessment to outline whether each child has reached a 'Good Level of Development'. 

Key Stage 1 - Phonics

In June each year, most children in Year 1 will be assessed on their Phonic ability by taking the Phonics Screening Check.  This check asks the child to read a set of 40 words - a mixture of real words and 'pseudo' words (also known as 'nonsense' words) that contain a range of sounds that are taught during Reception and Year 1.

If a child is unsuccessful in passing the Phonics Screening Check at the end of Year 1, or if they were disapplied in Year 1, or they did not take the assessment in Year 1, they will be required to take the check again at the end of Year 2.

Please see below information about the Phonics Screening Check, and what you can do at home to support your child with their Phonics.

Key Stage 1 - End of Year 2

There is now no longer any requirement for schools to carry out any formal assessments at the end of Key Stage 1.  As a school, we have decided to not complete non-compulsory assessments; instead, we provide Teacher Assessment levels to Thornton Primary School (or an alternative setting) when they leave Sladefield at the end of Year 2.

Performance Analysis

There is a link below to a performance analysis created by Birmingham City Council that compares Sladefield's results at the end of EYFS, and Phonics in Key Stage 1.  Key findings are:

• EYFS performance at GLD, and in most areas, was above the national average, as well as above the average in locality, district and Birmingham (exception being in Physical Development, and Expressive Arts & Design)
• In EYFS, girls significantly outperformed boys in all areas
• In EYFS, there was little statistic difference between pupils in receipt of Free School Meals and those that were not
• In EYFS, non-EAL pupils significantly outperformed EAL pupils
• In Phonics, results were above the national, locality, district and Birmingham figures, bith at the end of Year 1, and at the end of Year 2
• In Phonics:
  • Girls outperformed boys
  • Children in receipt of Free School Meals were outperformed by those who were not
  • Non-EAL pupils outperformed EAL pupils
  • In all of the above cases, this is reflective of the data in Birmingham

If you are interested in looking in more detail at our school performance, and being able to compare this with other settings, please click on the link at the bottom of this page that takes you to the 'Compare School and College Performance in England' site for Sladefield.