• Long term planning and assessment depends upon teachers having a clear notion of ‘standards’ within their minds, and a clear vision of what they are trying to achieve. We assess without using levels but we do have end of year group expectations which will allow us to make informed decisions as teachers as to whether children are at the expected standard for the end of their year group.

• Staff will assess the children on their understanding of the key concepts and the substantive knowledge gained for each area of study.

• Formative assessment is constantly used to inform planning and teaching

• Each year group will have an overview of the end of year expectations from the different Units of Work which will be used to make end of year assessments and will be annotated according to:

Children who are working towards expected (emerging)

Children working at expected (secure)

Children working above expected (deep)

• Staff will make ‘best fit’ judgements using the agreed proformas.

• We expect children to leave Year 6, not just ready for secondary school, but ready for the real world where they are prepared to meet people from different countries and different faiths. Our expectation is that our RE curriculum is the foundation for inquisitive, informed, tolerant and respectful adults.

• The RE Leader and the Curriculum Leaders monitor RE. A combination of pupil voice interviews, planning support/moderation, classroom drops-ins and work scrutiny will be used to gain a view of how RE is taught and learnt across school.