Guiseley Primary School is an inclusive school where the teaching and learning, achievements, attitudes and well-being of every young person matter.
All children have equal access to all aspects of the school curriculum regardless of gender, race, religion or ability.
At Guiseley Primary School we aim to ensure that each pupil achieves their academic and social potential, and that they leave the school with the skills and knowledge they will need to make a fulfilling contribution to society.
Therefore, pupils need to know, on a regular basis, where they are succeeding in school and what their next steps for development are. Teachers need to know how effective they are in developing their pupils’ understanding and skills. Parents have the right to know how well their children are progressing and developing.
At Guiseley Primary School we believe that assessment underpins every aspect of learning. We aim to ensure that:
- Assessment is an integral part of teaching and learning, based on best practice, focusing on the curriculum and that it lies at the heart of promoting children’s education.
- High quality, in depth teaching, is supported and informed by high quality formative (ongoing) assessment.
- The school ethos promotes and emphasises the opportunity for all children to succeed if taught and assessed effectively.
- There is always a clear purpose for assessing and assessment is fit for its intended purpose.
- Assessment is used to focus on monitoring and supporting children’s progress, attainment and wider outcomes.
- Assessment provides information which is clear, reliable and free from bias and informs teaching and learning.
- Assessment supports informative and productive conversations with pupils and parents.
- Children take responsibility for achievements and are encouraged to reflect on their own progress, understand their strengths and identify what they need to do to improve.
- We achieve our assessment without adding unnecessarily to teacher workload.
- Assessment is inclusive of all abilities.
- A range of assessments are used including ‘Formative Assessment’, ‘In-School Summative Assessment’ and ‘Nationally Standardised Summative Assessment’.
As part of the government reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced.
Within Aireborough, the schools have agreed a new assessment framework.
More details can be found by clicking on these two links:
Statutory Assessment Results
We are very proud of the achievement of all our children.
Foundation Stage 2016 2017 2018 2019 Leeds National
Good Level of Development 63.3% 78.3% 70.7% 67.2% 66.4% 71.8%
Average Total Points Score 35.7 37.8 36.1 36.2 34.8 34.6
Key Stage One 2016 2017 2018 2019 Leeds National
Reading - attaining Expected Standard or better 77.5% 82.5% 81.4% 79.7% 69.9% 74.9%
working at Greater Depth 31.5% 35.1% 35.6% 33.9% 21.4% 25%
Writing - attaining Expected Standard or better 70.8% 59.6% 67.8% 66.1% 63.5% 69.2%
working at Greater Depth 22.5% 9.6% 11.9% 18.6% 11.6% 14.7%
Maths - attaining Expected Standard or better 70.8% 67.5% 72.9% 76.3% 70.6% 75.6%
working at Greater Depth 25.8% 16.7% 22% 28.8% 18.4% 21.7%
Key Stage Two 2019 Leeds National
Reading - attaining Expected Standard or better 67.4% 69.1% 73.1%
working at Greater Depth 25.6% 24% 26.9%
Writing - attaining Expected Standard or better 67.4% 73.9% 78.4%
working at Greater Depth 20.9% 17.9% 20.1%
Maths - attaining Expected Standard or better 65.1% 75.5% 78.6%
working at Greater Depth 16.3% 25.8% 26.6%
To view the Department for Education School Performance Tables, please click on this link: