Assessment practices have seen some major national changes in recent times, none more so than moving to 'assessment without levels'. For us, this is all about our teachers shaping their assessment around identifying gaps in a child's learning and understanding, before taking rapid action to fill those gaps. We have 'zones of concern' for any child we feel needs a boost, through guided work in class or some additional intervention, until a child's misconceptions are addressed and gaps filled.
Such practice is very much tied to the notion of covering 'fewer things in greater depth', as described by the Expert Panel who formed the latest curriculum. So our teachers keep effective assessment notes, complete gaps analysis data and reflect in their marking the need for every child to have a firm foundation of key skills and knowledge before moving to the next academic year. We began our 'life without levels' by working together on our shared principles, which you can find here: Milton Abbot School - Assessment principles and procedures booklet.