Teachers are professionals and we trust them.  We value teacher expertise highly.  

Assessment provides opportunities for children to show what they know, can do and care about.

Pupils have opportunities to design assessment methods and criteria.

Assessment informs teacher planning rather than assess ‘performance’.

We will provide teachers with a range of development points for each area of making to help support pupils with their next steps.

Learning is not a linear process.  Making is a practice not a performance.

Methods of assessing progress is varied to ensure that all types of learning are included.

Pupils are given time to reflect on their learning and time to tinker.

We understand that teachers are required to show progress and demonstrate learning.  

Assessment reflects the iterative and practical nature of making.