Cedars Academy believes in a structured approach to teaching and learning. The curriculum is adapted to reflect the needs, interests and development of each child.  Children are assessed on entry to the school. 

Assessment, Recording and Reporting (ARR) at Cedars is overseen by the Teaching and Learning Leads for Key Stage 1/2, Key Stage 3, Key Stage 4 and Key Stage 5. Staff are kept informed of updates and administration changes and developments in this area.

An annual calendar/action plan is supplied to keep the ARR system on a regular cycle of events.

Summative Assessments are the assessments at a given point in time: baselines (on entry into the school), end of year reports/reviews and end of key stage tasks/tests/teachers’ assessments.

Formative Assessment, or assessment to inform learning, involves day to day ongoing assessment as part of the repertoire of teaching strategies to closely monitor the learning of a child and move them forward. Meaningful feedback (written or verbal) will be given at the point of teaching or as close to it as possible and will involve strategies to develop children’s meta-cognitive skills so that they are fully involved, where possible, in describing and shaping their learning journey.  The focus is on the child as a learner, not simply their ability to achieve the intended learning outcome. 

For more details please follow the link below:


Feedback and Marking Policy


Assessment without Levels

In June 2013, the Education Secretary, Michael Gove, announced that National Curriculum levels for reporting attainment and progress will not be used in the new curriculum that will come into force for maintained schools in September 2014. 

Cedars Academy will aim to demonstrate, with evidence, our assessment of pupils’ progress, to keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections.

At Cedars we believe that assessment should begin with the curriculum and produce outcomes that help teachers direct their teaching. It should embed ambitious expectations for every pupil. It should really help parents understand where their child is and how they can help. It should be rigorous and honest.

For more details please see the link to the document below:


Assessment Without Levels