Assessment adapted to curriculum and age
Our assessment system follows the National Curriculum and adjusts expectations to your child's year group. Key Stage 1 (Years 1–2) has no tests – only play-based learning. From Year 3, gradual assessment begins.
"Communication takes precedence over grammatical perfection"
— Principle from the National Curriculum for modern foreign languages
Our assessment philosophy
We believe assessment should promote learning – not create frustration. That's why we adjust expectations to the pupil's level and the nature of the subject.
Subject-specific goals
Each subject has unique learning objectives. English focuses on spelling, whilst foreign languages prioritise communication.
Age-appropriate expectations
A Year 4 pupil is assessed against Year 4 objectives, not Year 8 standards.
Growth over perfection
Feedback that encourages and shows a concrete path forward – not red marks that demotivate.
Early Years: Play before tests
For the youngest pupils we take a completely different approach. No assessments, no scores — only positive experiences that build confidence and a love of learning.
No formal assessments
Year 1–2 have no tests, quizzes or scores. Learning happens through play and exploration.
Stickers and stars
Rewards that motivate without creating performance anxiety. Every completed activity is celebrated.
Phonetic spelling accepted
"Elefant" for "elephant" is perfectly fine — the child has understood the letter-sound connection.
Activity-based progress
We measure which activities the child has completed, not how many mistakes they made.
Follows DfE guidance for early years
According to the Department for Education, the early years should prioritise oracy, playful approaches and creating a safe learning environment. Formal tests are not recommended before children have developed basic reading and writing skills.
Subject-specific assessment
Each subject has unique learning objectives. Our assessment reflects this.
💡 Note: The assessment criteria below apply from Year 3 onwards. For Year 1–2, we use play-based learning without formal assessment.
Year 3–5
Comprehension and content
Does the pupil understand the task?
Is the answer relevant and thorough?
Clarity of expression
💡 Spelling errors are shown as friendly tips — not penalties
Year 6–10
Spelling included
Deeper understanding
Including spelling
Quality of expression
Correct spelling and punctuation
Sixth-form-level assessment
Sixth-form pupils (Year 12–13) are assessed to higher academic standards. We differentiate between A-Level and BTEC to match the different qualification pathways.
YEAR 12
Academic transition
Understanding and synthesis
Basic analysis
Academic register introduced
Broader context
💡 Transition period — show tolerance for informal language
YEAR 13
Depth and analysis
Deeper understanding
Source criticism required
Consistent academic style
Cross-disciplinary perspectives
💡 Expect consistent academic language use
EXAM YEAR
Exam level
Independent synthesis
Advanced source criticism
Professional academic language
Nuanced holistic understanding
💡 Exam level — strict assessment of spelling and grammar
BTEC Business subjects
Subjects such as Marketing, Business Studies, International Economics and Business Law are assessed with a particular focus on practical application:
- Business cases and concrete examples are rewarded
- Financial calculations must be shown step by step
- Legal terms must be used precisely in Business Law
Spelling and language through sixth form
Year-group-adapted dictation scoring
The same answer scores differently depending on year group — because the expectations in the curriculum change.
Example: Pupil's answer
The pupil writes:
"solen skinnede og vi gik en tur"
Correct answer:
"Solen skinnede, og vi gik en tur."
Year 3–5
All words are spelled correctly. Punctuation is shown as friendly tips.
Year 6–7
Spelling perfect. Partial weighting on commas and capital letters.
Year 8–10
Full assessment including punctuation, capital letters and full stops.
Tips for next time
For younger pupils (Year 3–5) we show punctuation errors as friendly "tips for next time" instead of deducting from the score. This keeps motivation high while they gradually learn the rules.
🌍Foreign language dictation
For foreign languages (French, German, Spanish) the assessment is further adapted:
- Communication first
In the early years, spelling is weighted higher than punctuation
- Language-specific rules
German nouns capitalised, French accents, Spanish tildes
- Gradual increase
The weighting on punctuation and grammar increases with the year group
See the difference yourself
Same answer — different assessment. Switch between year groups and subjects to see how feedback is adapted to the pupil's level.
Task
What is the story 'The Little Mermaid' about?
Pupil's answer:
"its about a mermaid who wants to be human and she falls in love with a prince but it ends sad"
Assessment for Year 3
Fantastic! You've understood the story really well. You mention the mermaid, the prince and the sad ending. 💡 Tip: Remember capital letters at the start of sentences!
Younger pupils receive encouraging feedback that focuses on what they did right.
Save hours on marking – without compromise
Our AI assesses exactly as you would – focusing on competence targets from the National Curriculum, not on irrelevant errors. You retain control and gain time for what really matters: direct contact with your pupils.
Aligned with National Curriculum
Assessment criteria map directly to the curriculum's competence targets. You can trust that feedback reflects the official expectations.
Class-based insights
See patterns across the class. Identify areas where multiple pupils are struggling and adapt your teaching.
Exportable reports
Generate progress reports for parents' evenings with one click. Documentation showing the pupil's development over time.
"The best part is that pupils get feedback straight away. Before, it could take days – now they learn from mistakes while the task is still fresh."
Sarah Thompson
English teacher, Year 6
saved per week on average
National Curriculum aligned
No frustration – only progress
When your child in Year 4 writes "becuse" instead of "because", we focus on praising the 8 words that were correct – and give a friendly reminder about the spelling.
Age-appropriate expectations
Your child is assessed against what they're expected to know at their year group – not against an adult standard.
Focus on progress
Feedback highlights strengths and gives concrete, achievable suggestions for improvement. No demotivating red marks.
Mistakes are learning opportunities
Younger pupils see spelling errors as "tips for next time" – not as mistakes that punish.
Parent guidance
Get concrete advice on how to support your child – without giving away the answers.
"Why did my child get 100% even though they missed a full stop?"
Because your child is in Year 4, and punctuation isn't a formal requirement until Year 6. We show it as a friendly tip – not a mistake. Your child learns gradually, at their own pace, without losing confidence.
Read more about our approachHave a question?
Here you'll find answers to the most common questions about our assessment system.
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Give your child or your pupils feedback that motivates, teaches and follows the national curriculum.